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1、本科毕业论文（设计）开题报告二六年二月太原师范学院课题名称: 浅析中式英语 系 别: 外 语 系 专 业: 英 语 教 育 年 级: 二二级 指导教师: 学生姓名: 一：综述本课题国内外研究动态，说明选题的依据和意义 As the society develops, English has become a necessary tool in todays competitive world. Therefore, more and more people are being engaged in English learning. However, excellent as the Chin
2、ese learners are in the aspect of vocabulary and grammar, which, to some extent, are even beyond the native speakers capacity, they are still confronted with quite a few problems when they are talking with native speakers or writing in English due to the “new language” they useChinglish, an excresce
3、nce of standard English. Interesting still, there is such existent word as “Chinglish” in a lot of published dictionaries, however, it seems that this word is well-known between both Chinese learners of English and native English speakers. Therefore, it is necessary to carry out a study about this s
4、ubject, because for one thing, this subject is not well studied abroad due to its region-specific; for another thing, Chinese learners of English are not sensitive enough to this kind of mistake that is troubling them since they pick up the English study. Therefore, it is quite necessary and importa
5、nt to write such a paper that English learners could raise their awareness of “Chinglish” both in speaking and writing so that it would be a lot easier to correct their mistakes of Chinglish in their language studies. 二：研究的基本问题，拟解决的主要问题。 This paper tries to raise the Chinese learners awareness of co
6、nquering Chinglish, discusses Chinglish in terms of definition, makes a tentative probe into different types of Chinglish on various levels, and puts forward some possible solutions in the end.三：研究步骤，方法及措施。Procedures: A. Collect materials according to the selected subject from the library and the In
7、ternet.B. Read these materials carefully and study the related theories.C. Draw up the thesis.D. Draw up the outline.E. Write the research paper, referring to the opinions from the collected materials.Methods and measures:A. Collect the mistakes of Chinglish from every accessible source.B. Analyze t
8、hem and sort them out.C. Connect the mistakes with the theories I have studied.D. Analyze the mistakes from a theoretical view.四：研究工作进度： Mar. 14thMar. 31st, collect materials and pick out a topicApr. 5thApr. 20th, write an outlineApr. 25thMay 5th, write the first draftMay 20th, finish the second dra
9、ftBefore May 30th, finish the third draft 五：主要参考文献：He Mingzhu, How to Write in the English Way, 株洲教育学院学报（综合版）， 1996年第一期Joan Pinkham，姜桂华，中式英语之鉴，外语教学与研究出版社，1998.12Ron Scollon&Suzanne Wong Scollon，跨文化交际：语篇分析法，外研社、布莱韦尔出版社陈文存，简析 “Chinglish” ，四川师范学院学报（哲学社会科学版），1999.7陈亚平，复述：高质量口语表达的理想途径， 北外英语学院学术论文集外研社，200
10、5何燕芳，英语写作与“Chinglish”， 广西大学学报 第二十一卷增刊， 1999胡壮麟主编，语言学教程修订版，北京大学出版社，2001.7六：教研室评议意见 教研室主任 年月日七：系领导审核意见： 1通过 2完善后通过 3未通过 负责人： 年月日 A Tentative Analysis of Chinglish Name: Number: Instructor: Major: English Specialty: Cross-culture Department: Foreign Languages DepartmentMay 30, 2006 A Tentative Analysis
11、 of ChinglishOutlineThesis statement: This paper tries to probe into the definition, causes, mistakes on various levels of Chinglish-an excrescence of standard English due to the influence of native Chinese and finally, it comes up with some possible suggestions. Introduction. Tentative definition o
12、f Chinglish Causes of Chinglish A. Chinese peoples psychology B. Speech production C. Culture factors 1. Definition of culture 2. Ways of culture influencea. Ignorance of culture-loaded wordsb. Ignorance of idiomatic expressionsc. Ignorance of customs in culture Various mistakes of ChinglishA. Ching
13、lish on phonetic level1.Confusion between voiced consonants and voiceless consonants2. Addition of schwa after single consonant3. Failures to pronounce some phonetic symbols with no equivalence in pinyinB. Chinglish on vocabulary level1. Unnecessary worda. Unnecessary nounsb. Unnecessary verbs(1) Un
14、necessary verb + noun(2) Unnecessary verb + unnecessary noun + third wordc. Unnecessary modifiers(1) Obvious redundancies(2) Adverbs of time2. Wrong collocationC. Chinglish on syntactic levelD. Chinglish on cross-cultural discourse level1. Ignorance of different discourse strategy2. Ignorance of cus
15、toms Measures to avoid Chinglisha) Imitationb) Referring to dictionariesc) Immediate retelling d) Culture instruction in English class ConclusionA Tentative Analysis of Chinglish (Foreign Languages Department, Taiyuan Normal University, Taiyuan，030012, China)Abstract: As the advancement of globaliza
16、tion, English is becoming more and more popular around the world especially in China. However, due to the inevitable influence of the mother tongue, Chinglshnonnative English existing in peoples speech and writing, is troubling Chinese learners of English in various ways. For the purpose of helping
17、raising peoples awareness of conquering Chinglish, this paper discusses Chinglish in terms of definition, makes a probe into different types of Chinglish on various levels, and puts forward some possible solutions. Key Words: Chinglish, cause, mistake浅析中式英语 摘要：随着全球化的到来，英语作为一门外语变得炙手可热起来。在全球范围特别是在中国掀起
18、了一个英语学习的狂潮。但由于受到本族语汉语的影响，学习者在学习或着使用英语的过程当中都不同程度地受到了一种不规范英语“中式英语”的干扰。为了帮助语言学习者克服“中式英语”，本文探讨了中式英语的定义，尝试着剖析产生中式英语的原因及其表现，提出了较实用的解决方案。关键词：中式英语，成因，表现Huang PengxiangEnglish 2002051135Prof. Sun Lei May 30th, 2006A Tentative Analysis of Chinglish IntroductionAs society develops, English has become a necessa
19、ry tool in todays competitive world. Therefore, more and more people are being engaged in English learning. However, with an impressive command of English vocabulary and good mastery of grammar as well as phonetics, which, to some extent, are even beyond the native speakers capacity, they are confro
20、nted with quite a few problems when they are talking with native speakers or writing in English. They usually make the foreigners confused by their speech or writing. No matter how they rephrase or paraphrase, the native speakers action will remain the samethey either shrug or shake their heads. Fin
21、ally both of them have to end embarrassingly. What had happened to the Chinese speakers? Why the language they use sounds alien to the foreigners? To retrace the cause, I find that most of the Chinese learners mistakes are not made due to their lack of grammar or vocabulary knowledge but a “new” lan
22、guage they useChinglish, an excrescence of standard English. In order to make the English learners become more efficient in conveying their points of view both in speech and writing without being affected by Chinglish, I write this thesis paper tries to probe into its cause, mistakes of various leve
23、ls and finally, I will come up with some possible suggestions. Tentative Definition of Chinglish Before we get about our task, it is quite necessary to know what Chinglish really is. Actually, there is no such existent word as “Chinglish” in a lot of published dictionaries. However, surprisingly eno
24、ugh, it is well known between both Chinese learners of English and native English speakers. Thus there is a justified demand for a proper definition of this word. To be more authoritative, in the following, I will provide some authorities definitions in the first place.According to Mrs. Joan Pinkham
25、 (1998), an experienced American translator and an expert in this field, defines Chinglish in this way:Chinglish, of course, is that misshapen, hybrid language that is neither English nor Chinese but that might be described as “English with Chinese characters”. While professor Deng Yanchang (1988) d
26、escribes “Chinglish” as “speech or writing in English that shows the interference of Chinese. Some sentences may be little or more than word-for-word translation of Chinese expressions. Chinglish might be grammatically correct, but the choice of words or phrases and expressions do not conform to sta
27、ndard English. Although understanding might not be the problem, Chinglish is unacceptable.”Though being defined by different authorities and in different ways, we can still find some similarities between them. Firstly, all of the definitions state that Chinglish refers to the language that is influe
28、nced by Chinese peoples mother tongue. Secondly, although Chinglish might be understood in some certain way, it is unacceptable in standard language use.In addition, it seems that scholars pay more attention to Chinese learners speech and writing when they are doing the research. However, in my humb
29、le opinion, Chinglish may also loosely refer to Chinese-dominated accent spoken by speakers of English in China, though this idea may not be widely in acceptance or may only be gaining acceptance. Therefore, I try to provide my tentative definition on Chinglish from a comprehensive angle:Chinglish,
30、a portmanteau word derived from the word “Chinese” and “English”, refers to any poor, broken or Chinese-modified English uttered or written by native Chinese learners as well as a small number of foreigners who are influenced by Chinese. It is an awkward mixture in which ideas conceived in Chinese a
31、re ungrammatically or unidiomatically expressed in English. Causes of ChinglishChinglish is not a personal problem; instead, it is an abnormal linguistic phenomenon taking place among a vast majority of people. Thus it is quite natural that we take for granted that Chinglish is caused by peoples nat
32、ionality, namely, we are inborn Chinese and English serves us as a totally foreign language. So it is a self-evident rule that a native Chinese cannot speak or write natively just as foreigners do when they are learning Chinese. To some extent, honestly speaking, this point of view is acceptable. Ho
33、wever, looking deeper, we can find some other causes that make Chinglish get the upper hand easily. A. Chinese peoples psychologyDuring the long course of history, Chinese nation earns a high repetition of “inward grace”, which, in some way, can be substituted for another word“modesty” or “shyness”.
34、 Such state of mind goes through nearly every way Chinese people behave. Despite its other effects, I mainly focus on this effect on Chinese peoples performance in English study. Foreigners who go traveling or teach in China often find it a bit difficult to talk with Chinese people in English. The f
35、irst problem they met with is that Chinese people have fears to talk in English no matter who they aremiddle school students or college students and how excellent their written English is. Strange still, when the foreign teachers read their students essays, they were surprised at their English writi
36、ng ability; however, when they were talking with them, they found their oral English did not match with their writing skills. On most of the cases, Chinese learners of English usually act as attentive listeners instead of eloquent speakers. Why it is so? That is because of their “modesty” written in
37、 their genes that make them afraid to open their lips to speak.Chinese learners shyness, in my opinion, also influences the quality of their pronunciation when they speak English. Compared with English phonetic symbols system, Chinese pinyin, phonetic system for transcribing Chinese character, seems
38、 more “modest” than the former. In other words, English phonetic symbols, especially the vowels, are more open or exaggerating in articulation than they do in Chinese pinyin. For example, when some Chinese students pronounce the phonetic symbol / A / as in “apple”, “bank”, they will turn it into / Z
39、 / unconsciously. Thus “apple”, “bank” have to be degraded into “epple”, “benk” that find no existence in dictionary. It is interesting to ask Chinese students to pronounce these minimal pairs such as “pan” and “pen”, “man” and “men”. This phenomenon will become more obvious if the word occurs in a
40、sentence level, which will lead Chinese students to commit mistakes. No wonder some foreigners make fun of Chinese learners by stating that they cannot borrow a pan in abroad. Instead a cooking pan, the only cook they get will be a pen. Tracing the causes, we may find that there is no such sound as
41、/ A / in Chinese pinyin and also the “modesty” plays so that the Chinese learners are not used to speaking in a comparatively exaggerated way as English speakers do. They fail to pronounce it correctly especially in sentence level. For more details, I will discuss it in part .B. Speech production Sp
42、eech production is very definitely a goal-directed activity, in the sense that people speak and write in order to make friends, influence people, convey information, and so on. At a theoretical level, a promising start has been made by Garrett (1976; 1984). He argued that producing speech is a much
43、more complex matter than it might appear to be from our everyday experience. According to his model, there are altogether five different levels of representation involved in speaking a sentence, and they occur in the following sequence:Step 1 the message-level representation: this is an abstract, pr
44、e-linguistic representation of the idea or ideas that the speaker wants to communicate.Step 2 the functional-level representation: this is an outline of the proposed utterance having grammatical structure; in other words, the slots for nouns, adjectives, and so on are allocated, but there are no act
45、ual words to fill the slots.Step3 the positional-level representation: this differs from the functional level representation in that it indicates some of the necessary information about the ways in which words in the intended sentence are pronounced.Step 4 the phonetic-level representation: this ind
46、icates some of the necessary information about the ways in which words in the intended sentence are pronounced.Step 5 the articulating-level representation: this is the final representation, and contains a set of instructions for articulating the words in the sentence in the correct order. For sake of simplification, we can generalize the theory and conclude that there are three levels of speech productionidea lev
