Abstract：Nowadays, more and more Chinese learn English and English has become an important part of our life. However, because of the influence of native language－Chinese, ‘Chinglish’ appears, which is a violation to the standards of English. We can see ‘Chinglish’ in every aspect of our English study. But of the four basic skills－listening, speaking, reading and writing, writing is regarded as the advanced cognitive activity and it can show our English proficiency in an all-round way. Therefore, doing a research on writing can help us know ‘Chinglish’ better and further. On the other hand, because of the effects of native language, Chinese learners produce ‘Chinese English’ when they express themselves in English, which doesn’t violate the English grammar. Therefore, English teacher should help the English learners master the difference between ‘Chinglish’ and ‘Chinese English’ to write a good article. In applying the theories of language transfer and error analysis, this paper do a study of the second-year English majors’ writing. This paper collects 50 compositions titled “Qualities of a Good Middle School English Teacher” of them, sorts out the “Chinglish” errors and catalyzes the errors, which provides data evidence for the analysis of “Chinglish” errors. According to the study, “Chinglish” errors can be found mainly in three aspects: 1. Lexicon (the misuse of part of speech, the improper use of word, the misuse of set phrase, the redundancy). 2. Syntax (the problem of subject, comma splices, the limited use of passive voice, the dangling modifiers) 3. Discourse (the way of design, writing habits). With the help of the analysis, this paper introduces two reasons of “Chinglish” errors, that is, language negative transfer and lack of language environment. Because of this, this paper provides three suggestions at last: 1. More English culture in teaching 2. More input of English 3. More writing practice. All of them will be helpful for the English learners and teachers.

Key words: Chinglish; English majors; writing

Contents

摘要

Abstract

Chapter 1 Introduction-1

1.1Research Background-1

1.2 Significance and Purpose of the Study-1

1.3 Organization of the Thesis-2

Chapter 2 Literature Review-3

2.1 Language Transfer-3

2.2 Error Analysis-3

2.3 Chinglish-4

2.4 Summary-4

Chapter 3 Research Methodology-5

3.1 Subject of the Study-5

3.2 Method of the Study-5

3.3 Result of the Study-5

Chapter 4 Results and Discussion-7

4.1 Chinglish in Lexicon-7

4.1.1The Misuse of Part of Speech-7

4.1.2 The Improper Use of Word-7

4.1.3The Misuse of Set Phrase-8

4.1.4 Redundancy-8

4.2 Chinglish in Syntax-9

4.2.1 The problem of subject-9

4.2.2Comma Splices-9

4.2.3 The Limited Use of Passive Voice-10

4.2.4 The Dangling Modifiers-10

4.3 Chinglish in Discourse-11

4.3.1 The Way of Design-11

4.3.2 Writing Habits-11

4.4 The Analysis of the Reasons of Chinglish-11

4.4.1 Language Negative Transfer-11

4.4.2 Lack of Language Environment-11

4.5 The Analysis of Some Suggestions-12

4.5.1 More English Culture in Teaching-12

4.5.2 More Input of English-12

4.5.3 More Writing Practice-12

Chapter 5 Conclusions-15

5.1 Major findings-15

5.2 Suggestions for Further Research-15

References-17

Acknowledgements-19