| Writing belongs to the four language skills of "listening,speaking,reading and writing".It is an important means of judging learners' comprehensive linguistic ability and an important way of language output.The full score of an English test paper in senior high school is 150,and the score of the writing part is 25.However,for most of the learners in senior high school,correct and smooth English writing is not easy.Students are perplexed by a variety of writing problems;Chinglish in English writing is a frequent occurrence.Chinglish refers to spoken or written English that is influenced by the negative transfer of Chinese.When learners do not have a good command of English or cannot fully master English knowledge,they tend to rely on Chinese grammar,sentence structure or thinking mode to express themselves.For native speakers of English,Chinglish is not acceptable and causes misunderstanding in communication easily.Chinglish hinders the long-term development of students' English learning and the enhancement of their writing proficiency and quality.English teachers are always frustrated by Chinglish phenomenon in student's writing when giving feedback or instructions.Home and abroad researches have been conducted on Chinglish from the perspective of language transfer theory,error analysis,and comparative analysis and so on,while research exploring learners' noticing of Chinglish based on noticing theory is relatively insufficient.In view of the current research status,the study,from the perspective of the noticing hypothesis,tries to explore senior high school students'noticing of Chinglish in their English writing,find out results from the investigation as well as some pedagogical implications for decreasing the occurrence of Chinglish in students' English writing,and further testify the role of noticing in English learning and teaching.The study involves the following major research questions:(1)What are the classification and forms of Chinglish in senior high school students'writing?(2)Do students in different grades notice Chinglish in their English writing?Participants engaged in this study were 106 students from a senior high school in Henan Province,Luyi County.Three research instruments were used in the investigation,including text analysis,pretest task and posttest task and face-to-face interview.The research designed judgment question as pretest and error correction as posttest.All the selected questions are from a class of senior one students' mid-term English composition who were not engaged in the investigation.Findings in the pretest showed that the noticing rate of students in Grade Three was higher than that of students in Grade Two and Grade One,but all students in the three grades had relatively lower noticing rate of Chinglish errors with a correction rate less than fifty percent.In other words,most of the students in senior high school take insufficient notice of Chinglish.The participants were exposed to about twenty minutes' noticing instruction by learning examples of error correction before the posttest,and their performance was better with a higher correction rate in the posttest.In addition,participants in the three grades tended to notice more lexical errors than syntactic errors in Chinglish.From the comments of participants in the one-to-one and face-to-face interview,the author also found that there exist problems in senior high school English writing teaching and learning.Thus,based on the research findings of the study,the author explored some pedagogical implications and gave some specific suggestion.To sum up,the results of the study indicated that specific and targeted noticing instruction before students' writing plays a positive role in students'Chinglish in English writing,which can be seen from the obvious increase of error correction accuracy in the posttest.Moreover,the empirical study is in favor of the claim in noticing hypothesis that noticing plays a necessary role in second language acquisition to some extent. |
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