中国英语专业三年级英语写作中出现的“中式英语”分析
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摘要
英语听、说、读、写四项基本技能中,写作被认为是一种高级的认知行为,它反映了作者的思维方式和认知特点。中国学生在学习英语的时候,无疑会或多或少地受到母语的影响。这样就会违背标准英语的要求,导致“中式英语”的产生。另一方面,由于英语学习者不可避免地受到母语的影响,在用英语表达思想时,也会在不违背标准英语语法的前提下,产生有中国特色的表达方式,大多数学者将这一类符合语法规范、体现中国文化特色的英语称为“中国英语”。因此,英语教师应该着力帮助英语学习者掌握中国英语和中式英语的区别,从而写出好文章。
本文运用语言迁移理论和错误分析的方法,首先指明了英语学习者的习作中可能出现的“中式英语”的原因,然后根据这些原因对“中式英语”进行了一个分类。本文回顾了一下目前大学英语写作教学的现状,提出了一些问题。通过对大学英语专业三年级学生习作的仔细分析,发现了“中式英语”的实例,并按成因进一步细分了小类。随后,为英语教师和学习者提供了一些避免和改正“中式英语”的建议。
Of the four basic skills, listening, speaking, reading and writing, the last one is regarded as the advanced cognitive activity, which reflects the writer's mode of thinking. As English is a foreign language for Chinese learners, on the one hand, they will inevitably be affected by the first language—Chinese in one way or another. As a result, learners are inclined to produce Chinglish, which is a violation to the Standard English. On the other hand, Chinese characteristics will be more or less represented in the process of using English, which is defined as Chinese English. It can be and is recommended by many scholars to be coexisting with the Standard English.
In applying the theories of language transfer and error analysis, this paper is firstly to lay out the conceivable causes of Chinglish in students' writings. Then the categories of Chinglish are provided om the basis of each cause. The paper also reviews the current teaching of English writing in universities and picks out some questions in teaching. By examining the third-year English majors' writings, some Chinglish examples are described according to the criteria deduced above. And then some English teaching and learning suggestions are put forward to avoid and rectify Chinglish. In the last part, some recommendations for further study are advanced.
本文运用语言迁移理论和错误分析的方法,首先指明了英语学习者的习作中可能出现的“中式英语”的原因,然后根据这些原因对“中式英语”进行了一个分类。本文回顾了一下目前大学英语写作教学的现状,提出了一些问题。通过对大学英语专业三年级学生习作的仔细分析,发现了“中式英语”的实例,并按成因进一步细分了小类。随后,为英语教师和学习者提供了一些避免和改正“中式英语”的建议。
Of the four basic skills, listening, speaking, reading and writing, the last one is regarded as the advanced cognitive activity, which reflects the writer's mode of thinking. As English is a foreign language for Chinese learners, on the one hand, they will inevitably be affected by the first language—Chinese in one way or another. As a result, learners are inclined to produce Chinglish, which is a violation to the Standard English. On the other hand, Chinese characteristics will be more or less represented in the process of using English, which is defined as Chinese English. It can be and is recommended by many scholars to be coexisting with the Standard English.
In applying the theories of language transfer and error analysis, this paper is firstly to lay out the conceivable causes of Chinglish in students' writings. Then the categories of Chinglish are provided om the basis of each cause. The paper also reviews the current teaching of English writing in universities and picks out some questions in teaching. By examining the third-year English majors' writings, some Chinglish examples are described according to the criteria deduced above. And then some English teaching and learning suggestions are put forward to avoid and rectify Chinglish. In the last part, some recommendations for further study are advanced.
引文
Brown,G.et al.1996.Discourse Analysis.Cambridge:Cambridge University Press.
Burchfield,R.1992.The English Language.Beijing:Foreign Language Teaching and Research Press.
Burt,M.1975.Error Analysis in the adult EFL classroom.TESOL Quarterly 9:53-63.
Byram,M.1989.Culture Studies in Foreign Language Education.London:Multilingual Matters LTD.
Cook,V.1996.Second Language Learning and Language Teaching.London:Edward Arnold Ltd.
Corder,S.P.1981.Error Analysis and Interlanguage.Oxford:Oxford University Press.
Cumming,A.1989.Writing expertise and second language proficiency.Language Learning.
Duskova,L.1969.On sources of errors in foreign language learning.International Review of Applied Linguistics 7:11-36.
Ellis,R.1994.The Study of Second Language Acquisition.Oxford:Oxford University Press.
Flexner,S.B.& L.C.Hauck.1987.Random House Dictionary of the English Language.New York:Random House.
Friedlander,A.1990.Composing in English:Effects of a First Language on Writing in English as a Second Language.In B.Kroll(ed.).Second Language Writing. Research insights of the Classroom. Cambridge: Cambridge University Press.
Goodluck, H. 1991. Language Acquisition: A Linguistic Introduction. Oxford: Blackwell.
Gregory, M. & S. Carrall. 1978. Language and Situation: Language Varieties and Their Social Contexts. London: Routledge & Kegan Paul.
Hatch, E. & J. Wagner Gough. 1976. Explaining sequence and variation in second language acquisition. Language Learning, Special Issue 4: 39-57.
Harmer, J.. 1985. The Practice of English Language Teaching. London: Longman.
Herdrickson, J. M. 1987. Error Correction in Foreign Language Teaching: Recent Theory, Research, and Practice. New York: Newbury House Publishers.
Hornby, A.S. 1997. Oxford Advanced Learner's English-Chinese Dictionary. Oxford: Oxford University Press.
James, C. 2001. Errors in Language Learning and Use: Exploring Error Analysis. Beijing: Foreign Language Teaching and Research Press.
Kem, R. 2000. Literacy and Language Teaching. Oxford: Oxford University.
Krashen, S. 1985. The Input Hypothesis: Issues and Implications. London: Longman.
Larsen-Freeman, D. & M.H. Long.. 1991. An introduction to Second Language Acquisition Research. London: Longman.
Lightbown, P. 1983. Exploring relationships between developmental and instructional sequences in L2 acquisition. In Seliger, H. & M. Long (eds.). Classroom Oriented Research in Second Language Acquisition. Massachusetts. Newbury House Publishers.
Littlewood, W. T. 1984. Foreign and Second Language Learning. Cambridge: Cambridge university Press.
Odlin, T. 1989. Language Transfer. Cambridge: Cambridge University Press.
Pennington, M. and So, S. 1993. Comparing writing process and produce across two languages: A study of six Singaporian university student writers. Journal of Second Language Writing 2(1): 41-63.
Pinkham, J. 2000. The Translator's Guide to Chinglish. Beijing: Foreign Language Teaching and Research Press.
Raimes, S. 1985. What unskilled writers do as they write. A classroom study of composing. TESOL Quarterly 19: 229-258.
Richards, J. C. (ed.). 1974. Error Analysis: Perspectives on Second Language Acquisition. London: Longman.
Saraki, M. and K. Hirose, 1996. Explanatory variables for EFL students' expository writing. Language Learning 46( 1): 175-182.
Schumann, J. 1978. The Pidginization Process: a model for second language acquisition. Massachusetts: Newbury House.
Selinker, L. 1972. Interlanguage. In Richard, J. C. (ed.) (1984), Error Analysis. London: Longman. j
Selinker, L. and U. Lakshmanan. 1992. Language and fossilization. In Gass, S. and S. Selinker (eds.), Language Transfer in Language Learning, pp. 197-216. Amsterdam: John Benjamins Publishing Company.
Silva, T. 1993. Toward an understanding of the distinct nature of L2 writing: The ESL research and its implication.TESOL Quarterly,27,657-677.
Todd,L.& I.Hancock.1990.International English Usage.New York:New York University Press.
Ur,P.1996.A Course in Language Teaching:Practice and Theory.Cambridge:Cambridge University Press.
Van Els,T.,T,B0ngaerts,G.Extra,C.Van Os,& A.M.Janssen-van Dieten,1984.Applied Linguistics and the Learning and Teaching of Foreign Languages.London:Edward Arnold Ltd.
Widdowson,H.G.1990.Aspects of language Teaching.Shanghai:Shanghai Foreign Language Press.
Willis,J & D.Willis.2002.Challenge and Change in Language Teaching.Shanghai:Foreign Language Education Press.
Zamel,V.1983.The composing processes of advanced ESL students:six case studies.TESOL Quarterly 17:165-187.
蔡基刚,2003,《英汉写作修辞对比》,上海:复旦大学出版社。
戴炜栋、束定芳,1994,对比分析、错误分析和中介语研究中的若干问题,《外国语》,(5)。
邓炎昌、刘润清,1986,《英语与文化》,北京:外语教学与研究出版社。
邓署中,1993,《英汉修辞比较研究》,上海:上海外语教育出版社。
董莉荣,2001,“中式英语”的受制因素与对策,《语言文化教育研究》,(4)。
杜瑞清、姜亚军,2001,近二十年“中国英语”研究评述,《外语教学与研究》,(1)。
高等学校外语专业教组,2000,《高等学校英语专业英语教学大纲》,北京:外语教学与研究出版社。
高校英语专业四级考试大纲修订小组,2004,《英语专业四级考试大纲(修订本)》,上海:外语教育出版社。
高远,2002,《对比分析与错误分析》.北京:北京航空航天大学出版社。
何自然,1991,言语交际中的语用移情,《外语教学与研究》,(4):11-15。
黄金祺,1987,“应当肯定‘西译汉化'的积极面—兼论‘汉化英语'的出现与发展”,《外语与翻译》,(3)。
黄青,2005,英语专业学生语法错误僵化的实证研究,《江西师范大学学报(哲学社会科学版)》,(5)。
金积令,1996,英语“self”和汉语“自己”用法异同,《现代外语》,(3)。
李瑞华,1996,《英汉语言文化对比研究》,上海:上海外与教育出版社。
李文中,1993,中国英语与中国式英语,《外语教学与研究》,(4)。
连淑能,1993,《英汉比较研究》,北京:高等教育出版社。
刘上扶,1998,《英语写作论》,南宁:广西教育出版社。
陆红,2002,英语写作中的语篇衔接连贯错误分析,《江苏外语教学研究》,(1)。
吕淑湘,1977,汉英语法比较举例,《外语教学与研究》,(2)。
马广惠,2004,《影响二语写作的语言因素研究》,南京:河海大学出版社。
邵志洪,1994,英汉颜色词使用的比较,《四川外语学院学报》,(1)。
孙骊,1991,英语国语变体对研究和英语在中国,《外国语》,(2):21。
唐万珊,2004,英语学习过程“中介语错误”分析,《广西教育学院学报》,(6)。
涂传娥,2004,大学英语写作中的“中式英语”及对策,《河西学院学报》,(6)。
王朝兴,2004,“中国英语”是英语的一种变体,《遵义师范学院学报》,(9)。
汪福祥,1997,《英语写作技巧新编》,上海:外文出版社。
王桂珍,1990,汉英音幅与基频模式的特点及其对应于语音教学的启示,《现代外语》,(1)。
王立非,2004,“写长法”的有效性:来自课外应于长作文写作的实验报告,http://www.writetolearn.com/Article_Show.asp?ArtMeID=341。
王墨希、李津,1993,中国学生英语语篇思维模式调查,《外语教学与研究》,(4)。
万昌盛,1994,关于英语的正确性,《现代汉语》,(1):48。
吾淳,1998,《中国思维形态》,上海:上海人民出版社。
谢之君,1995,中国英语:跨文化交际中的干扰性变体,《现代外语》,(4):7-11。
于康,2002,浅谈大学英语学习中Chinglish现象,《江苏外语教学研究》,(1)。
张培成,1995,使用目的与国别变体:也谈中国英语,《现代外语》,(3):16-21。
张晓兰,2004,英语专业大二学生英语写作错误分析及启示,《四川外语学院学报》,(3):152-155。
Burchfield,R.1992.The English Language.Beijing:Foreign Language Teaching and Research Press.
Burt,M.1975.Error Analysis in the adult EFL classroom.TESOL Quarterly 9:53-63.
Byram,M.1989.Culture Studies in Foreign Language Education.London:Multilingual Matters LTD.
Cook,V.1996.Second Language Learning and Language Teaching.London:Edward Arnold Ltd.
Corder,S.P.1981.Error Analysis and Interlanguage.Oxford:Oxford University Press.
Cumming,A.1989.Writing expertise and second language proficiency.Language Learning.
Duskova,L.1969.On sources of errors in foreign language learning.International Review of Applied Linguistics 7:11-36.
Ellis,R.1994.The Study of Second Language Acquisition.Oxford:Oxford University Press.
Flexner,S.B.& L.C.Hauck.1987.Random House Dictionary of the English Language.New York:Random House.
Friedlander,A.1990.Composing in English:Effects of a First Language on Writing in English as a Second Language.In B.Kroll(ed.).Second Language Writing. Research insights of the Classroom. Cambridge: Cambridge University Press.
Goodluck, H. 1991. Language Acquisition: A Linguistic Introduction. Oxford: Blackwell.
Gregory, M. & S. Carrall. 1978. Language and Situation: Language Varieties and Their Social Contexts. London: Routledge & Kegan Paul.
Hatch, E. & J. Wagner Gough. 1976. Explaining sequence and variation in second language acquisition. Language Learning, Special Issue 4: 39-57.
Harmer, J.. 1985. The Practice of English Language Teaching. London: Longman.
Herdrickson, J. M. 1987. Error Correction in Foreign Language Teaching: Recent Theory, Research, and Practice. New York: Newbury House Publishers.
Hornby, A.S. 1997. Oxford Advanced Learner's English-Chinese Dictionary. Oxford: Oxford University Press.
James, C. 2001. Errors in Language Learning and Use: Exploring Error Analysis. Beijing: Foreign Language Teaching and Research Press.
Kem, R. 2000. Literacy and Language Teaching. Oxford: Oxford University.
Krashen, S. 1985. The Input Hypothesis: Issues and Implications. London: Longman.
Larsen-Freeman, D. & M.H. Long.. 1991. An introduction to Second Language Acquisition Research. London: Longman.
Lightbown, P. 1983. Exploring relationships between developmental and instructional sequences in L2 acquisition. In Seliger, H. & M. Long (eds.). Classroom Oriented Research in Second Language Acquisition. Massachusetts. Newbury House Publishers.
Littlewood, W. T. 1984. Foreign and Second Language Learning. Cambridge: Cambridge university Press.
Odlin, T. 1989. Language Transfer. Cambridge: Cambridge University Press.
Pennington, M. and So, S. 1993. Comparing writing process and produce across two languages: A study of six Singaporian university student writers. Journal of Second Language Writing 2(1): 41-63.
Pinkham, J. 2000. The Translator's Guide to Chinglish. Beijing: Foreign Language Teaching and Research Press.
Raimes, S. 1985. What unskilled writers do as they write. A classroom study of composing. TESOL Quarterly 19: 229-258.
Richards, J. C. (ed.). 1974. Error Analysis: Perspectives on Second Language Acquisition. London: Longman.
Saraki, M. and K. Hirose, 1996. Explanatory variables for EFL students' expository writing. Language Learning 46( 1): 175-182.
Schumann, J. 1978. The Pidginization Process: a model for second language acquisition. Massachusetts: Newbury House.
Selinker, L. 1972. Interlanguage. In Richard, J. C. (ed.) (1984), Error Analysis. London: Longman. j
Selinker, L. and U. Lakshmanan. 1992. Language and fossilization. In Gass, S. and S. Selinker (eds.), Language Transfer in Language Learning, pp. 197-216. Amsterdam: John Benjamins Publishing Company.
Silva, T. 1993. Toward an understanding of the distinct nature of L2 writing: The ESL research and its implication.TESOL Quarterly,27,657-677.
Todd,L.& I.Hancock.1990.International English Usage.New York:New York University Press.
Ur,P.1996.A Course in Language Teaching:Practice and Theory.Cambridge:Cambridge University Press.
Van Els,T.,T,B0ngaerts,G.Extra,C.Van Os,& A.M.Janssen-van Dieten,1984.Applied Linguistics and the Learning and Teaching of Foreign Languages.London:Edward Arnold Ltd.
Widdowson,H.G.1990.Aspects of language Teaching.Shanghai:Shanghai Foreign Language Press.
Willis,J & D.Willis.2002.Challenge and Change in Language Teaching.Shanghai:Foreign Language Education Press.
Zamel,V.1983.The composing processes of advanced ESL students:six case studies.TESOL Quarterly 17:165-187.
蔡基刚,2003,《英汉写作修辞对比》,上海:复旦大学出版社。
戴炜栋、束定芳,1994,对比分析、错误分析和中介语研究中的若干问题,《外国语》,(5)。
邓炎昌、刘润清,1986,《英语与文化》,北京:外语教学与研究出版社。
邓署中,1993,《英汉修辞比较研究》,上海:上海外语教育出版社。
董莉荣,2001,“中式英语”的受制因素与对策,《语言文化教育研究》,(4)。
杜瑞清、姜亚军,2001,近二十年“中国英语”研究评述,《外语教学与研究》,(1)。
高等学校外语专业教组,2000,《高等学校英语专业英语教学大纲》,北京:外语教学与研究出版社。
高校英语专业四级考试大纲修订小组,2004,《英语专业四级考试大纲(修订本)》,上海:外语教育出版社。
高远,2002,《对比分析与错误分析》.北京:北京航空航天大学出版社。
何自然,1991,言语交际中的语用移情,《外语教学与研究》,(4):11-15。
黄金祺,1987,“应当肯定‘西译汉化'的积极面—兼论‘汉化英语'的出现与发展”,《外语与翻译》,(3)。
黄青,2005,英语专业学生语法错误僵化的实证研究,《江西师范大学学报(哲学社会科学版)》,(5)。
金积令,1996,英语“self”和汉语“自己”用法异同,《现代外语》,(3)。
李瑞华,1996,《英汉语言文化对比研究》,上海:上海外与教育出版社。
李文中,1993,中国英语与中国式英语,《外语教学与研究》,(4)。
连淑能,1993,《英汉比较研究》,北京:高等教育出版社。
刘上扶,1998,《英语写作论》,南宁:广西教育出版社。
陆红,2002,英语写作中的语篇衔接连贯错误分析,《江苏外语教学研究》,(1)。
吕淑湘,1977,汉英语法比较举例,《外语教学与研究》,(2)。
马广惠,2004,《影响二语写作的语言因素研究》,南京:河海大学出版社。
邵志洪,1994,英汉颜色词使用的比较,《四川外语学院学报》,(1)。
孙骊,1991,英语国语变体对研究和英语在中国,《外国语》,(2):21。
唐万珊,2004,英语学习过程“中介语错误”分析,《广西教育学院学报》,(6)。
涂传娥,2004,大学英语写作中的“中式英语”及对策,《河西学院学报》,(6)。
王朝兴,2004,“中国英语”是英语的一种变体,《遵义师范学院学报》,(9)。
汪福祥,1997,《英语写作技巧新编》,上海:外文出版社。
王桂珍,1990,汉英音幅与基频模式的特点及其对应于语音教学的启示,《现代外语》,(1)。
王立非,2004,“写长法”的有效性:来自课外应于长作文写作的实验报告,http://www.writetolearn.com/Article_Show.asp?ArtMeID=341。
王墨希、李津,1993,中国学生英语语篇思维模式调查,《外语教学与研究》,(4)。
万昌盛,1994,关于英语的正确性,《现代汉语》,(1):48。
吾淳,1998,《中国思维形态》,上海:上海人民出版社。
谢之君,1995,中国英语:跨文化交际中的干扰性变体,《现代外语》,(4):7-11。
于康,2002,浅谈大学英语学习中Chinglish现象,《江苏外语教学研究》,(1)。
张培成,1995,使用目的与国别变体:也谈中国英语,《现代外语》,(3):16-21。
张晓兰,2004,英语专业大二学生英语写作错误分析及启示,《四川外语学院学报》,(3):152-155。