語言遷移理論下中式英語的現(xiàn)象分析及對(duì)策-基于高中生英語寫作

-2-ChapterTwoTheoreticalBasisLanguagetransfertheoryiscloselyrelatedtosecondlanguageacquisition.Asresearchonsecondlanguageacquisitionprogresses,languagetransferresearchisalsobecominganimportantareaofstudy.Writingismoreaboutlearnersusingtherulesandstructuresofmothertonguetoexpressinwriting.2.1DefinitionofLanguageTransfer“Transfer”wasoriginallyapsychologicaltermreferringtotheinfluenceofonetypeoflearningonanother,thatis,theimpactofacquiredknowledge,skills,attitudesonlearningnewknowledge,skillsandproblem-solving.REF_Ref18199\w\h[1]Psychologistsconsider“transfer”tobealearningbehavior.Languagetransferreferstoaphenomenoninwhichlearnersusethepronunciation,meaning,structuralrulesorconventionsoftheirnativelanguagetoexpressideasintheprocessoflearningasecondlanguage.2.2TheDevelopmentofLanguageTransferLadowasthefirsttointroducetheconceptof“nativelanguagetransfer”,explainingthat“nativelanguagetransfer”isthetendencyoflearnerstotransferthemeaningandformoftheirnativelanguageandculturetothesecondlanguagewhentheyactivelylearnthesecondlanguageorpassivelyreceiveit.REF_Ref21331\w\h[2]Specifically,itreferstothementalprocessofbringingpriorlearningintoanewlearningsituation.Nativelanguagetransferoccursinallaspectsoflanguagelearning,suchasphonology,vocabulary,syntaxandevendiscourse.InfluencedbyLado’sresearchonlanguagetransfertheory,comparativeanalysistheoryhasbeenrapidlydeveloped.Asaresearchmethod,comparativeanalysistheoryhasalonghistory,Thepurposeofcomparativeanalysisistoconstructaprimitivecommonlanguagebycomparingandanalyzingdifferentstagesofdevelopmentofthesamelanguageortwoormorelanguagesthatarerelated.Thetheoryofcomparativeanalysiswasoncethemostinfluentialsecondlanguagelearningtheoryinthe1960s,representingthemainviewsoftheAmericanappliedlinguisticscommunityonlanguagelearningatthattime.ItstheoreticalbasisisAmericanstructuralistlinguisticsandbehavioristpsychology.Ladobelievesthatiflearnerslearnnewknowledgethatisrelatedtotheirmothertongue,thelearningdifficultywillbereduced.Onthecontrary,learningdifficultywillincrease.Comparativeanalysistheorycomparesthedifferencesandsimilaritiesbetweenthemothertongueandtargetlanguage,lookingforsimilaritiestopromotepositivetransferinlanguagelearning,whileexploringdifferencestopreventnegativetransfer.Ladobelievesthatsecondlanguageacquisitionistheresultofhabitformationthrough"stimulus-response-reinforcement".Oncehabitsareformed,thelearnerswillautomaticallyrespondwhenplacedincertainlinguisticsituations.However,unlikefirstlanguageacquisition,whenacquiringasecondlanguage,learnershaveformedacompletesetoffirstlanguagehabits,sothereisaproblemoftransferoffirstlanguagehabits.However,thetheoryofcomparativeanalysiscannotfullysummarizethemistakesmadewhenlearningasecondlanguage.Inthiscontext,Coderfirstproposedthetheoryoferroranalysis.Hearguedthatthroughcomparativestudiesoflearners’mothertongueandtargetlanguagecouldpossibletopredicttheerrorsthatlearnersmightmakeinlearningthetargetlanguage,butthelimitationsofthisapproachwerebecomingincreasinglyapparent.REF_Ref21638\w\h[3]Therefore,anewtheoryoflinguisticerrorsanalysiscalled“erroranalysistheory”hasemerged.Toinvestigatetheimpactofthenegativetransferofmothertongueonlanguageacquisition,focusingonanalyzingtheproblemscommittedbylearnersintheprocessofsecondlanguageacquisition.Inthe1970s,influencedbyChomsky’stransformationalgenerativegrammarandgeneralgrammar,scholarsgraduallyquestionedthetheoryofcomparativeanalysis.Inthiscontext,theAmericanlinguistSelinkerproposedtheconceptoftheinterlanguagehypothesisin1969.TheInterlanguageHypothesis,proposedinhisbook“Interlanguage”in1972,isahypothesisthatattemptstoexplorethelanguagesystemandacquisitionlawsofsecondlanguagelearnersintheprocessofacquisitionandisofgreatsignificanceinthehistoryofsecondlanguageacquisitionresearch.Theso-calledinterlanguage,wemeanthatthesecondlanguagelearnerconstructsatransitionallanguagebetweenthenativelanguageandthetargetlanguage,itisinaconstantprocessofdevelopmentandchange,graduallyapproachingthetargetlanguage.REF_Ref21831\w\h[4]2.3ClassificationofLanguageTransferAccordingtotheconsistencyofmothertongueandforeignlanguagerules,languagetransfercanbedividedintopositivetransferandnegativetransfer.Ifthelanguagerulesofmothertongueandforeignlanguagearethesame,thetransferoftherulesofthenativelanguagewillhaveapositiveeffectonthetargetlanguage,thisisapositivetransition.Negativetransferreferstothenegativeeffectoflearningaforeignlanguageifthelanguagerulesofthenativelanguagedonotmatchthehabitsoftheforeignlanguage.Positiveandnegativetransferinsecondlanguagetransferismainlymanifestedatthephonological,lexical,syntacticandtextual.ChapterThreePhenomenonof“Chinglish”inEnglishWritingundertheLanguageTransferTheoryAccordingtotheconsistencyofmothertongueandforeignlanguagerules,languagetransfercanbedividedintopositivetransferandnegativetransfer.Thefollowingarticlewillanalyzethepositiveandnegativetransferinwritingfromthreeaspects:vocabulary,syntaxanddiscourse.3.1PositiveTransferinChinglishWhenwementiontheimpactoflanguagetransferonlearning,weoftenonlyconsidertheimpactofnegativelanguagetransferonEnglishlearning.Infact,positivelanguagetransferhasagreatimpactonourlearning.TheimpactofpositivetransferonEnglishwritingismanifestedatthelexical,syntactic,anddiscourselevels.3.1.1VocabularyLevelDuetothedifferentbackgroundsofitsemergenceanddevelopment,EnglishandChinesehavetheirowncharacteristicsanddifferencesinmanyaspects.AlthoughChineseandEnglishareindifferentculturalcontexts,bothlanguagesareproduced,developedandusedinthesamematerialworld.Therefore,therearequiteafewsimilaritiesinwordusage.Thisfeaturewecallthephenomenonofcouplingbetweendifferentlanguages.Forexample,ChineseandEnglishrefertothe“uppermostpartofthehumanbody”as“頭”and“head”respectively,where“頭”and“head”refertothesamething,soitcanbesaidthatthemeaningofeachotheriscoupled.Thepositivetransferatthelexicallevelisalsomanifestedinlexicalparallelism.Lexicalparallelismmostlyoccursintheexpressionofidioms.Althoughtheexpressionsaredifferent,themetaphoricalmeaningoftheexpressionsisthesame.Weoftenuseanimalsasfigurativemeaningsincommonsayings,butChineseexpressionsareoftendifferentfromEnglishexpressions.Forexample,inChinese,thephrase“熱鍋上的螞蟻”isoftenusedtodescribeapersonwhoisupset.InEnglish,theexpressionis“l(fā)ikeacatonhotbricks”.Althoughthetwoexpressionsaredifferent,themetaphoricalmeaningisthesame.3.1.2SyntacticLevelAccordingtothegeneralviewoflinguistics,almostallhumanlanguageshavesomethingincommoninsentencestructure,whichisbasedontheessenceofcommonhumanthinking.Syntaxisthesouloflanguage,andlanguagesalsoshowgreatcommonalityinsentencestructure.BothChineseandEnglishclassifysentencesintofourcategories:declarativesentence,interrogativesentence,imperativesentenceandexclamatorysentence.Sentencestructurecontainssubject,predicate,object,etc.Thereare7basicsentencepatternsinbothChineseandEnglish.ThewordorderofEnglishisthesameasthatofChinese.Theyarebothsubject-predicate-object.Forexample,Chinese“我愛你”andEnglish“Iloveyou”bothfollowedthesubject-verb-objectsentencestructure.ItispreciselybecauseofthesimilarityingrammaticalstructurebetweenChineseandEnglishthattheChineselanguagehasapositivetransfereffectonEnglishlearning.3.1.3DiscourseLevelInthewritingprocessthelearnersswitchtotheirnativelanguagefrequentlyforstrategicpurposes.Theirnativelanguageinfluencesthegenerationandorganizationofideas,aswellasthecomposingprocessesinwriting.ChinesepeoplethinkinaspiralwhileWesternersthinkinalinearway.Andthetransfermightbepositiveornegativeduetothewriters’proficiency.AsfortheChineselearnersofhigherproficiency,intheirEnglishwritings,thepositivetransferatdiscourseismuchgreaterthanthenegativeone,thatis,followingtheChineseorganizationalessaystructureshouldhelpChinesestudentsratherthanhinder.Chinesewritingusuallyadoptsthepatternofsequenceandsuccession.Atthebeginningofthearticle,establishthebasicstyle,andthenfurtherelaborateonittostrengthenandconnecttheexpressionintheprevioustext.Atacertainclimaxinthedevelopmentofthearticle,thenarrativecontentundergoesatransformation,producingashockingeffect.Finally,returntothetheme.Westernersoftenusedeductivereasoningintheirwriting,emphasizingthelogicbetweenwords.Theyusuallyusetopicsentencesatthebeginningofanarticletorevealthemainideaanddirectlyexpresstheirviews,themaintextisanalyzedbasedonthethemeandthefinalpartisasummaryofthearticle.Tosumup,thepatternsofChinesewritingandEnglishwritingaresimilarinlayoutandlogic,whichprovestheinfluenceofpositivetransferonthediscourselevelofEnglishwriting.3.2NegativeTransferinChinglishThephenomenonof“Chinglish”underthetheoryoflanguagetransferismoreinfluencedbynegativelanguagetransfer,andthefollowingwillanalyzethephenomenonof“Chinglish”fromthreeaspects:vocabulary,syntaxanddiscourse.3.2.1VocabularyLevelInappropriatewordchoice.Whenmemorizingwords,manystudentsmemorizewordsbyrote.However,thedisadvantageofthismethodisthatstudentswillmechanicallymatchEnglishwordswithChinese,ignoringtheirmatchingwiththecontextandartisticconception.Therefore,thesentencesexpressedmayhaveaproblemwithwordsnotexpressingtheirmeanings.Wecallthisphenomenonimpropervocabularychoice.Forexample,whentalkingabouttheconceptof“apackofanimals”,Englishusesdifferentexpressionssuchasapackofdogs,anockofsheepandaherdofdeer,whichareacceptabletonativespeakersbutcancauselearningproblemsfornon-nativespeakers.Becauseofthis,studentsoftenmakemistakesintheirchoiceofwordswhentheydonotunderstandawordproperlyinthewritingprocess.(1)你的外套破了。Wrong:Yourcoatisbroken.Right:Yourcoatistorn.Formtheaboveexamplesentence,itcanbefoundthatthesesentencesaredirectlyexpressedaccordingtothecorrespondingEnglishwordsoftheChineselanguagetheyusuallymemorize.Inexample1,itreferstotheuseof“torn”todecorateclothesand“broken”iscommonlyusedforbreakingutensils,glassandclocks.Impropercollocationofwords.Commonformsofmismatcharetheconfusionofsynonyms,improperchoiceofverbs,impropercollocationofverbsandadverbs,andimpropercollocationofadjectivesandnouns.WhenstudentsareinfluencedbyChinglishthinkingandhaveaweakgraspofwords,theyarepronetoerrorsinwordcollocation.(2)他是沉船事故中唯一幸存的人。Wrong:Heistheonlyalivemanwhosurvivedtheshipwreck.Right:Heistheonlylivingmanwhosurvivedtheshipwreck.(3)他經(jīng)常為小事生氣。Wrong:Heisoftenangrywithtrifles.Right:Heisoftenangryattrifles.InExample2,theadjective“l(fā)ive”isusuallynotplacedbeforeanounasanattribute,butitcanbeusedasapredicativeorpost-positionedattributeandsometimesasanadverbialorcomplement.“Living”isusedasaprepositiveattribute.Thesentenceshouldbeexpressedas“Heistheonlylivingmanwhosurvivedtheshipwreck.”Example3isanadjectiveandprepositioncollocationerror.“Beangrywith”usuallymeansbeingangrywithsomeone.Thecorrectmatchis“Heisoftenangryattrifles.”Misuseofarticles.UnlikeEnglish,Chinesedoesnothaveanarticle.InEnglish,therearethreetypesofarticles:thedefinitearticle;theindefinitearticleandtheotheristhezeroarticle.EnglishlearnersareinfluencedbynativelanguagetransferandusingChinesethinkingtotranslateEnglishcaneasilyleadtothelossofarticles.Inaddition,Englishlearnersarenotproficientinusingsomephrases,whichcaneasilyleadtothemisuseofarticles.(4)我姐姐不喜歡彈鋼琴。Wrong:Mysisterdoesn’tlikeplayingapiano.Right:Mysisterdoesn’tlikeplayingthepiano.(5)昨日我與湯姆一起踢足球。Wrong:YesterdayTomplayedthefootballwithme.Right:YesterdayTomplayedfootballwithme.ThesearethecrownworderrorsthathighschoolstudentstendtomakeintheirEnglishwriting.Example4isthemisuseofadefinitearticleintoanindefinitearticle,whenindicatingtheperformanceofaninstrument,thenounoftheinstrumentshouldbeprecededbythedefinitearticle“the”ratherthantheindefinitearticle(a).Sothecorrectexpressionshouldbe“Mysisterdoesn'tlikeplayingthepiano.”Example5istheincorrectuseofthezeroarticles,Generally,thereisnoarticlebeforethenounofagamenamesuchasballgames,chessgames,andcards.Therefore,thecorrectexpressionshouldbe“YesterdayTomplayedfootballwithme.”Misuseofwordiness.Englishasaflexionlanguageisaphoneticscriptwithcorrespondinglexicalvariations.The“Chinglish”inhighschoolstudents’Englishcompositionisalsomanifestedinthemisuseofwords.Themainexpressionsareprepositionsusedasverbs,adverbsusedasadjectives,nounsusedasverbs,etc.(6)她勸我戒煙。Wrong:Sheadvicedmetogiveupsmoking.Right:Sheadvisedmetogiveupsmoking.(7)保齡球是室內(nèi)游戲。Wrong:Bowlingisanindoorsgame.Right:Bowlingisanindoorgame.SomewordsinEnglishhavesimilarmeanings,butdifferentlexicalproperties.TheerrorinExample6istheuseofanounasaverb.adviceisanoun,whileadviseisaverb,Sothecorrectexpressionis“Sheadvisedmetogiveupsmoking.”TheerrorinExample7istheuseofanadverbasanadjective.Indoorsisanadverbandindoorisanadjective.Whendescribingagame,theadjectiveshouldbeusedtomodifythenoun.Sothecorrectexpressionshouldbe“Bowlingisanindoorgame.”The“Chinglish”inseniorhighschoolstudents’Englishcompositionisalsomanifestedinspellingerrors.Intheprocessofsecondlanguageacquisition,theinfluenceofhomophonesisverylikelytocausespellingerrors.HomophonesrefertoChineseEnglishwordsthatretaintheoriginalstructureofthewordandaregraftedwithothersimilarpronunciationwordsaccordingtotheirpronunciation.Spellingerrorsaresmallproblemsthatstudentsarepronetoencounterwhenwriting.Ifstudentsaremoreserious,itcanbeavoided.3.2.2SyntacticLevelNodistinctionbetweensubjectandobject.Westernersmakeastrictdistinctionbetweensubjectandobject.Englishoftenuseswordsthatdonotactivelyemitanactionorinanimateobjectstobethesubject.ThesubjectandobjectofChinesethinkingareintegratedandChineseoftenuseslivingnounsasthesubject.Therefore,studentsarepronetothephenomenonofseparatingthesubjectandobjectofsentenceexpressionwhenwriting.“Chinglish”alsoshowsitstendencytouseverbsinsentenceexpressionsatthesyntacticlevel.Englishexpressionstendtousemorenouns,replacingverbswithnouns.Nounsareusedmuchmorefrequentlythanverbs,resultinginastaticnarrative.DuetothelackofmorphologicalchangesinverbsinChinese,itisnecessarytousealargenumberofverbstoexpressthemeaningofactions.Chineseexpressionstendtousemultipleverbs,resultingindynamicnarration.VerbsinEnglishcanonlyserveaspredicates,whileverbsinChinesecanserveassubject,objectandattributes.ThesedifferencesareamajordifficultyforsecondlanguagelearnersandhavebecomeamajorreasonfortheemergenceofChinglish.(8)當(dāng)我看到公司經(jīng)理時(shí)，我非常緊張。WhenIseethemanagerofthecompany,Ialwaysfeelnervous.Thetwoverbs“see”and“feel”usedinexample8areconsistentwiththedynamicdescriptioninChinesebutnotwiththestaticdescriptioninEnglish,itisaphenomenonofChinglishexpression.AccordingtotheEnglishwayofstaticnarration,thesentenceshouldbechangedto“Theverysightofthemanagerofthecompanymakesmenervous.”Sentenceexpressionoftenusespeopleasthesubject.Englishsentencesareusedtouseobjectsasthesubject,whileChinesesentencesareusedtousepeopleasthesubject,believingthattalentisthesubjectthatcaninfluenceactions.Therefore,influencedbythisdifferencebetweenChinaandtheWest,studentsoftenusepeopleasthesubjectinwritingsentences,resultinginthephenomenonofChinglishexpression.(9)我突然想到一個(gè)好主意。SuddenlyIgotagoodidea.InfluencedbyChinesethinking,Chinesepeopleprefertousepeopleassubjects,whichisnotinlinewithEnglishexpressionhabits.AccordingtotheEnglishexpressionhabitinExample9,itshouldbe“Suddenlyabrilliantideaoccurredtome.”Misuseofnon-verbalverbs.Non-verbalverbsareoneoftheveryimportantgrammaticalelementsinEnglish.However,forChinesestudents,itisagrammaticalphenomenonthatismoredifficulttomasterandeasytomakemistakes.Intheuseofverbs,Englishverbsproducevarioustwistsandturnsasneeded,whileChineseisalanguagewithnoformalchangesinformandmeaning,andtheconceptofnon-predicativeverbsdoesnotexistinChinese.InfluencedbyChinesethinking,itiseasytocausemisusenon-predicateverbs.Thefollowingverbsinnon-verbalverbscanonlybefollowedbyinfinitivessuchasafford,agree,ask,decide,promise,etc.Thefollowingverbsorverbphrasescanonlybefollowedbygerundssuchas“admit”,“finish”,“avoid”,“enjoy”,“stand”,“consider”,etc.Thefollowingverbscanfollowbothinfinitivesandgerundsbuthavedifferentmeanings,suchasforgettodo,forgetdoing,stoptodo,stopdoing,andsoon.Thefollowingverbsarefollowedbyinfinitiveswith“to”ascomplementssuchasadvise,allow,ask,beg,cause,want,wish,etc.Thefollowingverbsarefollowedbyaninfinitivewithout“to”asacomplementintheactivevoice,butwith“to”inthepassivevoicesuchasmake,let,have,notice,feel,listento,etc.Theinfinitiveafteradjectivessuchaseasy,difficult,hard,andinterestingusestheactiveformtoindicatepassive;theactiveformoftheverbafterbeworth,want,need,require,etc.indicatespassive.(10)植物需要澆水。Wrong:Theplantneedsbewatered.Right:Theplantneedswatering.(11)大多數(shù)學(xué)生喜歡看小說。Wrong:Mostofthestudentsenjoytoreadnovels.Right:Mostofthestudentsenjoyreadingnovels.InExample10,thesentenceroughlymeansthattheplantneedswatering.MoststudentsexpressthemselvesaccordingtoChinesethinkingwhenwriting,whichiseasilyunderstoodastheneedforplantstobewatered.Connotesapassivesentenceinit,butdoesnotpresentit.Incontrast,inEnglishexpressions,theactiveformoftheverbisusedafterbeworth,want,need,require,etc.toindicatethepassive.Therefore,thecorrectexpressionis“Theplantneedswatering.”InExample11,the“enjoy”canonlybefollowedbyagerundandcannotbefollowedbyaninfinitive.Therefore,thecorrectexpressionis“Mostofthestudentsenjoyreadingnovels.”Misuseofsubject-verbagreement.DuetothedifferentgrammaticalstructuresoftheEnglishandChineselanguagesystems,andthedifferentwaysofformingsentencesinEnglishandChinese,eachhasitscharacteristics.InChinesestudents'Englishcompositions,thesentencetypeismainlysimple,andtheformofthepredicateverbmustchangewiththesingularandpluralofthesubject,followingtheprincipleofsubject-verbagreement.Sincethereisnorequirementforasubject-verbagreementinChinese,ChinesestudentswhoarenativespeakersofChineseoftenmakemistakesinsubject-verbagreement.Commonsubject-predicateagreementprinciplesare:Principleofgrammaticalagreement;ConsistencyofMeaningPrinciple;PrincipleofProximity.(12)老師打算下周日與學(xué)生們一起去野炊。Wrong:Theteacher,withallhisstudents,aregoingtohaveapicnicnextSunday.Right:Theteacher,withallhisstudents,isgoingtohaveapicnicnextSunday.(13)我們和她都沒有去過農(nóng)場。Wrong:Neitherwenorshehavebeentothefarm.Right:Neitherwenorshehasbeentothefarm.Example12usestheprincipleofconsistencyofmeaning,Whenthesubjectisfollowedbyaphraseformedby“aswellas,assuchasaccompaniedby,including,inadditionto,morethan,nolessthan,ratherthan,with,togetherwith,etc”.Theformofthepredicateverbdependsonthesingularandpluralofthesubject.Inthissentence,thesubjectistheteacher,andthepredicateverb“is”used.Therefore,thecorrectexpressionis“Theteacher,withallhisstudents,isgoingtohaveapicnicnextSunday.”TheproximityprincipleisusedinExample13,thepersonandnumberofapredicateverboftencoincidewiththenearestsubject.Thepredicateverbinthesentenceshouldbeconsistentwith“She”.Use“has”insteadof“have”.Voiceerrors.Voiceisaverbformthatexplainstherelationshipbetweenthesubjectandthepredicate.Englishverbshavetwovoices:theactivevoiceandthepassivevoice.Theactivevoiceindicatesthatthesubjectistheoperatoroftheaction,whilethepassivevoiceindicatesthatthesubjectisthereceiveroftheaction.Sentencesinwhichthepredicateverbisintheactivevoicearecalledactivesentences,whilethoseinthepassivevoicearecalledpassivesentences.PassiveverbsareubiquitousinEnglish,andstudentsrarelyconsiderusingthepassivevoiceduetotheinfluenceofChinesethinking.Whenstudentsshouldusethepassivevoice,theyoftenusetheactivevoice.AlthoughthereisalsoapassivemeaninginChinese,itiscompletelydifferentfromthepassiveexpressioninEnglish.ThepassiveforminEnglishrequirestheauxiliaryverb“be”andamodifiedpastparticipleform.ThereisnoneedforcorrespondingverbvariationsinChinese,thisposespotentialdifficultiesforChineselearners.(14)瑪麗穿著白色的衣服。Wrong:Marywasdressinginwhite.Right:Marywasdressedinwhite.InExample14,thesentenceimpliesapassivevoice.AccordingtoauthenticEnglishexpressions,thesentenceshouldbe“Marywasdressedinwhite.”3.2.3DiscourseLevelNoprominenttheme.Englisharticlesusemoretopicsentenceswithlayersofcontent.Theuseoftopicsentencesmakesthepointofviewoftheessayprominentandclear.Chinesenarrativethinkingismostlyspiralandarticlesoftendonotbeginwithadirectpoint,butwithaperipheraltopicrelatedtothetheme.InChina,whenstudentswriteinEnglish,thetopicsentencesareoftennotprominent,makingitdifficulttoreflectonthecentralpointofview.ThecontentofthearticleismostlycobbledtogetherrandomlyinChinese.Inthecase,therewillbeexpressionsinChinglish.Poorchapterarticulation.EnglishbelongstotheIndo-Europeanlanguagefamilyandattachesgreatimportancetostructuralintegrityandlogicalexpression.Atthesametime,Englishattachesmoreimportancetohypotaxis,usingobviousformalmarkers,namelyvariousrelationalwordstoachievetheparatacticlanguage.Duetothisdifference,ChinesestudentshavelittleunderstandingofvariousconjunctionsandtheirrelationshipsinEnglishtexts.Therefore,thesentenceswrittenlackcoherenceandarerelationshipsloose.ChapterFourStudentStrategiesforCopingwithChinglishInseniorhighschool,IwasoftentroubledbyChinglishwhenlearningEnglishwriting.SoinChapter4,Iwanttoprovidesomelearningsuggestionsbasedonmyownlearningexperience.4.1LexicalLevelDevelopthehabitofconsultingdictionaries.VocabularyisthefoundationofEnglishlearning,understandingthemeaningandlexicalityofwordsiscrucial.LearnersshouldgetintothehabitofconsultinganauthoritativedictionarywhenlearningEnglishbecauseawordoftenhasmultiplelexicalformsandmeanings.IfweonlyrelyonthewordlistatthebackofanEnglishbooktorememberthepartofspeechandthemeaningofaword,itwillbemoreone-said,leadingtomisunderstandingsintheexpressionof“Chinglish”.Indailylearning,studentsshoulddevelopthehabitofflippingthroughdictionariestocomprehensivelygraspthepartofspeechandthemeaningofwords.Accumulatevocabularyandphrases.EnglishwordsarelikewordsinChinese.Whenyouhaveapoorvocabularyanduseold-fashionedwords,yourcompositionwillnaturallynotbebrilliantandnovel.Studentscanreadmoreelementaryforeignarticlesintheirdailylife,andwatchmoreAmericandramasintheirsparetimeafterclass,thenclassifyandorganizethegoodwordsandsentencesaccordingtothetheme,andyoucanhaveyourmaterialaccumulationbook,preparingforabetterarticle.4.2SyntacticLevelEmphasizeunderstandingofsentencecomponentsandstrengthenpractice.ThereareeighttypesofsentenceelementsinEnglish:subject,predicate,object,predicative,attribute,adverbial,complimentandapposition.Inlearning,studentsshouldfocusonstrengtheningtheirunderstandingofsentencecomponentsandlearningtojudgethecomponentsinasentence.Increaseinputandfocusonaccumulatingadvancedsentencepatterns.VocabularyandphrasesarethebasisofEnglishlanguagelearningandwriting.Studentsshouldstrengthenlanguageinputinthispartbutalsocontinuetoincreasethedifficulty,focusonaccumulatingadvancedsentencepatternsandbuildanincreasinglycompletesentencebank.Thiswouldaddalottoourwriting4.3DiscourseLevelImitateEnglishtextpatternsandconductimitationwritingtraining.CopywritingisaneffectwaytoimproveEnglishwritingabilityandalsoamethodtofurtherimproveEnglishdiscourseanalysisability.Studentsshouldstrengthentheirimitationofvarioustextualpatternsandbecomefamiliarwithvariouswritingstyles.Strengthenmemorizationandincreasetheinputofdiscourse.Studentsshouldcultivatethehabitofreadingandanalyzingdiscourseindailylife.Accumulategoodtextualstructure,strengthenrecitationandapplygoodtextualstructuretoourcompositions.Persistinwritingandm