培养学生英语思维方式，减少中式英语
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摘要
语言和思维密切相关并相互作用,汉语和英语之所以不同,其原因之一就在于中英思维方式的不同。大致说来,两者之间主要有四种不同,即:整体性思维与分析性思维;形象思维与抽象思维;螺旋性思维与直线性思维以及主观思维与客观思维。然而大学英语非专业的学生往往忽视了两种思维方式的不同,因而在说写英语的时候不可避免出现“杂交”英语,即:中式英语;可以说由汉语干扰所产生的中式英语已严重影响非英语专业学生语言输出的质量。基于此,本文作者旨在帮助学生学会辩认中式英语和克服中式英语,同时希望能为“中式英语”的进一步研究提供更多的第一手资料。本文讨论了中式英语的定义,并采用对比分析和错误分析方法,以中英思维方式不同为导向,对学生作文和翻译里的错误,即本文所研究的核心—中式英语,进行了辨别和分类;指出受中式思维影响的错误主要有:不必要的重复、简单句泛滥、主语频繁变换、悬垂修饰、不恰当的主语等。诚然,在缺少英语语言的环境下要彻底消除中式英语是不可能的,但至少我们可以尽量减少它的出现;因为思维是人类共有的,而且不同的思维方式也有其内在的必然联系,这就使人们学会其他民族的思维方式成为可能。因此本文作者指出培养学生的英语思维方式是减少中式英语的有效途径。
全文共分为六个章节。第一章是引言部分,它简单介绍了目前中式英语的研究现状以及英语教学现状,提出了本研究的目的、意义和文章的总体结构。第二章是文献综述,由两部分构成。此章首先探讨了语言、思维和思维方式的关系,回顾了中英思维方式四点不同之处,接着阐明了中式英语的定义以及与洋泾浜英语、中国英语和中介语的不同与联系。第三章主要概述了行为主义迁移理论,对比分析和错误分析理论,这使得本研究的方法和方向更加明确。第四章列出了许多在学生翻译和写作中发现的中式英语例子。从词汇、句子和语篇层面将中式英语例句与其对应的修改句进行对照,阐述了中式思维对产生中式英语的影响。第五章提出了培养学生英语思维方式的一些建议。第六章是结论部分,它对全文进行了总结,同时也指出了本研究的局限性。
Language and thought are closely related and interact with each other; one of the possible reasons for the differences between Chinese and English language lies in the differences between their thought patterns. Generally speaking, there are four primary differences between Chinese and English thought patterns, namely, synthetic thinking vs. analytic thinking, image thinking vs. abstract thinking, circular thinking vs. linear thinking and subjective thinking vs. objective thinking. However, such dissimilarities have long been ignored by the non-English majors. They are accustomed to thinking in Chinese ways when they speak and write in English. Unavoidably, the result is the hybrid English, known as Chinglish. Chinglish, as a type of errors caused by the interference of Chinese has become one of the major factors adversely affecting the quality of non-English majors' language output. On account of this, the study of this thesis attempts not only to help students learn to identify and overcome Chinglish but also to provide more authentic language materials for further studies. This thesis discusses the definition of Chinglish, and on the basis of the differences between Chinese and English thought patterns, it adopts Contrastive Analysis(CA) and Error Analysis(EA) to identify and classify the errors (referring to Chinglish in this thesis) into several categories, such as unnecessary repetition, simple/ short sentence plague, frequent shift of subjects, dangling modifiers, improper subjects, etc. interspersed in students' translation exercises and compositions. It seems that it is impossible for Chinese learners of English to eliminate Chinglish because of the lack of authentic English context, but undoubtedly it can be minimized because thinking is universal and different thought patterns are interlinked to one another in essence. This makes it possible for people to acquire the thinking ways of another nation. Thereby, the thesis proposes that one of the most effective ways to minimize Chinglish is to cultivate students' English thought pattern.
The thesis consists of six chapters. Chapter One is an introduction. It gives a brief account of the present study on Chinglish and the situation of Chinglish in English teaching and learning. Then it presents the purpose and significance of the study and the overall structure of the thesis. Chapter Two, composed of two sections, is Literature Review. It first explores the relationship between language and thought, the definition of thought pattern and gives the brief review about four primary differences between Chinese and English thought patterns in the literatures. Then it clarifies the definition of Chinglish and the three terms—Pidgin, China English and interlanguage. Chapter Three is about the relevant theories employed in the study, namely, the behaviorist learning theory about transfer, Contrastive Analysis and Error Analysis, which guide the study to a bright path. Chapter Four offers various manifestations of Chinglish found in the students' translation and writing works. It illustrates the influences of Chinese thought patterns on the cases of Chinglish at lexical level, syntactic level and discourse level by contrasting each case with its possible revision. Chapter Five brings forth some suggestions for cultivating students' English thought pattern based on the analyses in the previous chapters. Chapter Six serves as a conclusion. The writer summarizes this thesis and points out the limitations in the study.
全文共分为六个章节。第一章是引言部分,它简单介绍了目前中式英语的研究现状以及英语教学现状,提出了本研究的目的、意义和文章的总体结构。第二章是文献综述,由两部分构成。此章首先探讨了语言、思维和思维方式的关系,回顾了中英思维方式四点不同之处,接着阐明了中式英语的定义以及与洋泾浜英语、中国英语和中介语的不同与联系。第三章主要概述了行为主义迁移理论,对比分析和错误分析理论,这使得本研究的方法和方向更加明确。第四章列出了许多在学生翻译和写作中发现的中式英语例子。从词汇、句子和语篇层面将中式英语例句与其对应的修改句进行对照,阐述了中式思维对产生中式英语的影响。第五章提出了培养学生英语思维方式的一些建议。第六章是结论部分,它对全文进行了总结,同时也指出了本研究的局限性。
Language and thought are closely related and interact with each other; one of the possible reasons for the differences between Chinese and English language lies in the differences between their thought patterns. Generally speaking, there are four primary differences between Chinese and English thought patterns, namely, synthetic thinking vs. analytic thinking, image thinking vs. abstract thinking, circular thinking vs. linear thinking and subjective thinking vs. objective thinking. However, such dissimilarities have long been ignored by the non-English majors. They are accustomed to thinking in Chinese ways when they speak and write in English. Unavoidably, the result is the hybrid English, known as Chinglish. Chinglish, as a type of errors caused by the interference of Chinese has become one of the major factors adversely affecting the quality of non-English majors' language output. On account of this, the study of this thesis attempts not only to help students learn to identify and overcome Chinglish but also to provide more authentic language materials for further studies. This thesis discusses the definition of Chinglish, and on the basis of the differences between Chinese and English thought patterns, it adopts Contrastive Analysis(CA) and Error Analysis(EA) to identify and classify the errors (referring to Chinglish in this thesis) into several categories, such as unnecessary repetition, simple/ short sentence plague, frequent shift of subjects, dangling modifiers, improper subjects, etc. interspersed in students' translation exercises and compositions. It seems that it is impossible for Chinese learners of English to eliminate Chinglish because of the lack of authentic English context, but undoubtedly it can be minimized because thinking is universal and different thought patterns are interlinked to one another in essence. This makes it possible for people to acquire the thinking ways of another nation. Thereby, the thesis proposes that one of the most effective ways to minimize Chinglish is to cultivate students' English thought pattern.
The thesis consists of six chapters. Chapter One is an introduction. It gives a brief account of the present study on Chinglish and the situation of Chinglish in English teaching and learning. Then it presents the purpose and significance of the study and the overall structure of the thesis. Chapter Two, composed of two sections, is Literature Review. It first explores the relationship between language and thought, the definition of thought pattern and gives the brief review about four primary differences between Chinese and English thought patterns in the literatures. Then it clarifies the definition of Chinglish and the three terms—Pidgin, China English and interlanguage. Chapter Three is about the relevant theories employed in the study, namely, the behaviorist learning theory about transfer, Contrastive Analysis and Error Analysis, which guide the study to a bright path. Chapter Four offers various manifestations of Chinglish found in the students' translation and writing works. It illustrates the influences of Chinese thought patterns on the cases of Chinglish at lexical level, syntactic level and discourse level by contrasting each case with its possible revision. Chapter Five brings forth some suggestions for cultivating students' English thought pattern based on the analyses in the previous chapters. Chapter Six serves as a conclusion. The writer summarizes this thesis and points out the limitations in the study.
引文
Cohen,A.D.2000.Strategies in Learning and Using a Second Language.Beijing:Foreign Language Teaching and Research Press.
Cook,G.& B.Seidlhofer.1999.Principles & Practice in Applied Linguistics.Shanghai:Shanghai Foreign Language Education Press.
Cook,V.2000.Second Language Learning and Language Teaching.Beijing:Foreign Language Teaching and Research Press.
Corder,S.1967."The S gnificance of Learners' Errors".International Review of Applied Linguistics,5:161-9.
Corder,S.1971."Idiosyncratic Dialects and Error Analysis".International Review of Applied Linguistics,9:149-59.
Corder,S.1974."Error Analysis".J.Allen & S.P.Corder(Ed.).The Edinburgh Course in Applied Linguistics 3:221-223.London:Oxford University Press.
Corder,S.1981.Error Analysis and Interlanguage.London:Oxford University Press.
Dulay,H.& M.Burt.1973."Should we teach children syntax?".Language Learning 23:245-58.
Ellis,R.1989.Understanding Second Language Acquisition.London:Oxford University Press.
Ellis,R.1999.The Study of Second Language Acquisition.Shanghai:Shanghai Foreign Language Education Press.
Fletch.R.1946.The Art of Plain Talk.New York:Harper and Brothers Publishers.
Gao Yihong.1999.The Tao and Qi of Intercultural Communication Competence.Hu Wenzhong(ed.).Aspects of Intercultural Communication-Proceedings of China's Second Conference and Intercultural Communication.Beijing:Foreign Language Teaching and Research Press.
Hammer,J.1996.The Practice of English Language Teaching.New York:Longman Publishing House.
Hedge,T.2002.Teaching and Learning in the Language Classroom.Shanghai:Shanghai Foreign Language Education Press.
Hudson,R.A.2000.Sociolinguistics.Beijing:Foreign Language Teaching and Research Press.
Humboldt,W.von.1988.On language:the diversity of human language-structure and its influence on the.mental development of humankind.Tr.Heath,P.,Cambridge,England:Cambridge University Press.
Kaplan,R.1966."Cultural Thought Patterns in Intercultural Education".Language Learning Vol.ⅩⅥ,Washington:Blackwell Publishing.
Kellerman,E.1987.Cross-linguistic Influence in Second Language Acquisition.New York:Pergamon Press Ltd.
Lado,R.1957.Linguistics Across Cultures.Ann Arbor,MI:The University of Michigan Press.
Lightbown,M.& Soada,N.2002.How Languages are Learned.Shanghai:Shanghai Foreign Language Education Press.
Nemser,W.1971."Approximative Systems of Foreign Language Learners".International Review of Applied Linguistics,9:115-23.
Nida,Eugene A.Translating Meaning.San Dimas,California:English Language Institute,1982.
Odlin,T.1989.Language Transfer:Cross-Linguistic Influence in Language Learning.Cambridge:Cambridge University Press.
Piaget,J.1976.The Child and Reality.Harmondsworth:Penguin.
Pink.ham,J.1998.The Translator's Guide to Chinglish.Beijing:Foreign Language Teaching and Research Press.
Pribram,Karl.1949.Conflicting Patterns of Thought.Washington:Public Affairs Press,
Richards,J.C.2001.The Context of Language Teaching.Beijing:Foreign Language Teaching and Research Press.
Sapir,E.1956.Culture,Language and Personality.Los Angels:University of California Press.
Saussure,F.de.1972.Course in General Linguistics.London:Gerald Duckworth.
Selinker,L.1972."Interlanguage".International Review of Applied Linguistics,10:209-31.
Stewart,E.C.1981.American Cultural Patterns:A Cross-cultural Perspective.Chicago:Intercultural Press Inc.
Wardhaugh,R.1989.Introduction to Linguistic.Oxford:Basil Blackwell.
Watson,J.1930.Behaviorism.New York:Norton.
Whorf,L.B.1956.Language,Thought and Reality:Selected'writings of Benjamin Lee Whorf.J.B.Carroll(Ed.).Cambridge,MA:MIT Press.
Wikipedia.2007.Chinglish.Retrieved December I~(st),from http://en.wikipedia.org/wiki/Chinglish#History.
Wittgenstein,L.1953.Philosophical Investigations.New York:MacMillan.
包惠南.2001.文化语境与语言翻译.北京:中国对外翻译出版公司.
陈定安.1998.英汉比较与翻译.北京:中国对外翻译出版公司.
陈治安,李力,刘承宇.2005.跨文化交际学理论与实践研究.重庆:重庆大学出版社.
戴炜栋,束定芳.1994,(5).对比分析、错误分析和中介语研究中的若干问题.上海外国语大学学报.
邓炎昌,刘润清.2001.语言与文化——英汉语言文化对比.北京:外语教学与研究出版社.
丁衡祁.2002,(4).对外宣传中的英语质量有待提高.中国翻译.
樊新志.1999,(3).浅析英语写作中的中式英语.国际关系学院学报.
高一虹.2000.语言文化差异的认识与超越.北京:外语教学与研究出版社.
顾嘉祖,陆升.2002.语言与文化(第二版).上海:上海外语教育出版社.
葛传椝.1980,(2).漫谈由汉译英问题.翻译通讯.
桂诗春.2000.新编心理语言学.上海:上海外语教育出版社.
何明珠.1996,(1).How to Write in the English Way-A Tentative Study 0fthe Causes of Chinglish.株洲教育学院学报(综合版).
何善芬.2002.英汉语言对比研究.上海:上海外语教育出版社.
胡壮麟,刘润清,李延福.1987.语言学教程,北京:北京大学出版社.
贾玉新.1997.跨文化交际学.上海:上海外语教育出版社.
柯平.1999.对比语言学.南京:南京师范大学出版社.
李瑞华.1999.英汉语言文化对比研究.上海:上海教育出版社.
李文中.1993,(4).中国英语和中式英语。外语教学与研究.
连淑能.2002.英汉对比研究.北京:高等教育出版社.
连淑能.2002,(2).论中西思维方式.外语与外语教学.
林大津.1996.跨文化交际研究.福州:福建人民出版社.
刘宓庆.1998.汉英对比研究与翻译.南昌:江西教育出版社.
刘上扶.1998.英语写作论.南宁:广西教育出版社.
马壮寰.1996,(1).对语言与思维关系的几点思考.大连外国语学院学报.
潘文国.1997.汉英语对比纲要.北京:北京语言大学出版社.
申小龙.1988.中国句型文化.辽宁:东北师范大学出版社.
王初明.2003,(5).“补缺假说”与“哑巴英语”和“汉式英语”.外语界.
王弄笙.2000,(2).汉英翻译中的Chinglish.中国翻译.
汪榕培.1991,(1).中国英语是客观存在.解放军外语学院学报.
王文字.2002,(4).母语思维与二语习得:回顾与思考.外语界.
伍铁平.1994.语言与思维关系新探(增订本).上海:上海教育出版社.
谢之君.1995,(2).中国英语:跨文化语言交际中的干扰性变体.现代外语.
萧立明.2001.英汉比较研究与翻译.上海:上海外语教育出版社.
许余龙.1992.对比语言学概论.上海.上海外语教育出版社.
张光明.2001.英汉互译思维概论.北京:外语教学与研究出版社.
朱纯.1994.外语教学心理学.上海:上海外语教育出版社.
庄绎传.2000,(6).也谈中式英语.中国翻译.
Cook,G.& B.Seidlhofer.1999.Principles & Practice in Applied Linguistics.Shanghai:Shanghai Foreign Language Education Press.
Cook,V.2000.Second Language Learning and Language Teaching.Beijing:Foreign Language Teaching and Research Press.
Corder,S.1967."The S gnificance of Learners' Errors".International Review of Applied Linguistics,5:161-9.
Corder,S.1971."Idiosyncratic Dialects and Error Analysis".International Review of Applied Linguistics,9:149-59.
Corder,S.1974."Error Analysis".J.Allen & S.P.Corder(Ed.).The Edinburgh Course in Applied Linguistics 3:221-223.London:Oxford University Press.
Corder,S.1981.Error Analysis and Interlanguage.London:Oxford University Press.
Dulay,H.& M.Burt.1973."Should we teach children syntax?".Language Learning 23:245-58.
Ellis,R.1989.Understanding Second Language Acquisition.London:Oxford University Press.
Ellis,R.1999.The Study of Second Language Acquisition.Shanghai:Shanghai Foreign Language Education Press.
Fletch.R.1946.The Art of Plain Talk.New York:Harper and Brothers Publishers.
Gao Yihong.1999.The Tao and Qi of Intercultural Communication Competence.Hu Wenzhong(ed.).Aspects of Intercultural Communication-Proceedings of China's Second Conference and Intercultural Communication.Beijing:Foreign Language Teaching and Research Press.
Hammer,J.1996.The Practice of English Language Teaching.New York:Longman Publishing House.
Hedge,T.2002.Teaching and Learning in the Language Classroom.Shanghai:Shanghai Foreign Language Education Press.
Hudson,R.A.2000.Sociolinguistics.Beijing:Foreign Language Teaching and Research Press.
Humboldt,W.von.1988.On language:the diversity of human language-structure and its influence on the.mental development of humankind.Tr.Heath,P.,Cambridge,England:Cambridge University Press.
Kaplan,R.1966."Cultural Thought Patterns in Intercultural Education".Language Learning Vol.ⅩⅥ,Washington:Blackwell Publishing.
Kellerman,E.1987.Cross-linguistic Influence in Second Language Acquisition.New York:Pergamon Press Ltd.
Lado,R.1957.Linguistics Across Cultures.Ann Arbor,MI:The University of Michigan Press.
Lightbown,M.& Soada,N.2002.How Languages are Learned.Shanghai:Shanghai Foreign Language Education Press.
Nemser,W.1971."Approximative Systems of Foreign Language Learners".International Review of Applied Linguistics,9:115-23.
Nida,Eugene A.Translating Meaning.San Dimas,California:English Language Institute,1982.
Odlin,T.1989.Language Transfer:Cross-Linguistic Influence in Language Learning.Cambridge:Cambridge University Press.
Piaget,J.1976.The Child and Reality.Harmondsworth:Penguin.
Pink.ham,J.1998.The Translator's Guide to Chinglish.Beijing:Foreign Language Teaching and Research Press.
Pribram,Karl.1949.Conflicting Patterns of Thought.Washington:Public Affairs Press,
Richards,J.C.2001.The Context of Language Teaching.Beijing:Foreign Language Teaching and Research Press.
Sapir,E.1956.Culture,Language and Personality.Los Angels:University of California Press.
Saussure,F.de.1972.Course in General Linguistics.London:Gerald Duckworth.
Selinker,L.1972."Interlanguage".International Review of Applied Linguistics,10:209-31.
Stewart,E.C.1981.American Cultural Patterns:A Cross-cultural Perspective.Chicago:Intercultural Press Inc.
Wardhaugh,R.1989.Introduction to Linguistic.Oxford:Basil Blackwell.
Watson,J.1930.Behaviorism.New York:Norton.
Whorf,L.B.1956.Language,Thought and Reality:Selected'writings of Benjamin Lee Whorf.J.B.Carroll(Ed.).Cambridge,MA:MIT Press.
Wikipedia.2007.Chinglish.Retrieved December I~(st),from http://en.wikipedia.org/wiki/Chinglish#History.
Wittgenstein,L.1953.Philosophical Investigations.New York:MacMillan.
包惠南.2001.文化语境与语言翻译.北京:中国对外翻译出版公司.
陈定安.1998.英汉比较与翻译.北京:中国对外翻译出版公司.
陈治安,李力,刘承宇.2005.跨文化交际学理论与实践研究.重庆:重庆大学出版社.
戴炜栋,束定芳.1994,(5).对比分析、错误分析和中介语研究中的若干问题.上海外国语大学学报.
邓炎昌,刘润清.2001.语言与文化——英汉语言文化对比.北京:外语教学与研究出版社.
丁衡祁.2002,(4).对外宣传中的英语质量有待提高.中国翻译.
樊新志.1999,(3).浅析英语写作中的中式英语.国际关系学院学报.
高一虹.2000.语言文化差异的认识与超越.北京:外语教学与研究出版社.
顾嘉祖,陆升.2002.语言与文化(第二版).上海:上海外语教育出版社.
葛传椝.1980,(2).漫谈由汉译英问题.翻译通讯.
桂诗春.2000.新编心理语言学.上海:上海外语教育出版社.
何明珠.1996,(1).How to Write in the English Way-A Tentative Study 0fthe Causes of Chinglish.株洲教育学院学报(综合版).
何善芬.2002.英汉语言对比研究.上海:上海外语教育出版社.
胡壮麟,刘润清,李延福.1987.语言学教程,北京:北京大学出版社.
贾玉新.1997.跨文化交际学.上海:上海外语教育出版社.
柯平.1999.对比语言学.南京:南京师范大学出版社.
李瑞华.1999.英汉语言文化对比研究.上海:上海教育出版社.
李文中.1993,(4).中国英语和中式英语。外语教学与研究.
连淑能.2002.英汉对比研究.北京:高等教育出版社.
连淑能.2002,(2).论中西思维方式.外语与外语教学.
林大津.1996.跨文化交际研究.福州:福建人民出版社.
刘宓庆.1998.汉英对比研究与翻译.南昌:江西教育出版社.
刘上扶.1998.英语写作论.南宁:广西教育出版社.
马壮寰.1996,(1).对语言与思维关系的几点思考.大连外国语学院学报.
潘文国.1997.汉英语对比纲要.北京:北京语言大学出版社.
申小龙.1988.中国句型文化.辽宁:东北师范大学出版社.
王初明.2003,(5).“补缺假说”与“哑巴英语”和“汉式英语”.外语界.
王弄笙.2000,(2).汉英翻译中的Chinglish.中国翻译.
汪榕培.1991,(1).中国英语是客观存在.解放军外语学院学报.
王文字.2002,(4).母语思维与二语习得:回顾与思考.外语界.
伍铁平.1994.语言与思维关系新探(增订本).上海:上海教育出版社.
谢之君.1995,(2).中国英语:跨文化语言交际中的干扰性变体.现代外语.
萧立明.2001.英汉比较研究与翻译.上海:上海外语教育出版社.
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