Study On Chinglish In The English Timed Writings Of Non-english Majors

As an important part of language output, writing not only shows the learners’proficiency of English expression and performance，but also reflects the learners’overall language competence. However, Chinese English learners often commitvarious errors in the process of English writing. Chinglish, as one type of theseerrors, not only reduces the quality of writing, but also makes teachers and nativespeakers have difficulty in understanding learners’ writings. Based on the abovefacts, this study will analyze the Chinglish in the100English timed writings ofnon-English majors of Grade1in Spoken and Written English Corpus of ChineseLearners2.0systematically to help learners reduce Chinglish in English writings,improve their English writing skill and provide instructive suggestions for collegeEnglish teaching.This study is designed to answer the following three questions:1) What is thesituation of Chinglish in the English timed writings of non-English majors?2) Whatare the causes of Chinglish in the English timed writings of non-English majors?3)What are the solutions to eliminating Chinglish in future college English teachingand learning?This study takes the theory of second language acquisition and the theory ofconceptual blending as its theoretical foundation and adopts the qualitative andquantitative methods to study Chinglish in the English timed writings ofnon-English majors. First, the author adopted corpus software to sample100 English timed compositions of non-English majors of Grade1from the corpus as itssubjects and analyzed Chinglish at lexical, syntactic, discourse, idiomatic andrhetorical level. Second, the author used the questionnaires as a supplementarymeans, which were handed out to226non-English majors of Grade1at5differentlevels of universities in Shenyang. Finally, the author sampled10(2non-Englishmajors from each university) from the226non-English majors who took part in thequestionnaire as the interveviewees for conducting the semi-structured interviews.The study shows:1) Chinglish is a serious problem in the English timedwritings of non-English majors. It exists at5different levels of non-English majors’compositions, i.e. lexical, syntactic, discourse, idiomatic and rhetorical level.Chinglish at lexical and syntactic level are more obvious than that at the other levels.2) The main causes of Chinglish include negative transfer from Chinese, influenceof Chinese thinking mode, ignorance of the difference between English and Chineseculture, improper English learning habits, imperfect teaching method, inadequateEnglish writing teaching time and lacking English language input environment.3)Teachers and learners should take corresponding solutions to eliminating Chinglish.In a word, based on the empirical analysis of the Chinglish in the writings ofnon-English majors, the author explores the causes of Chinglish and presents thesolutions to minimizing Chinglish in English writings. This study is intended toprovide guidance for and promote future English teaching and learning.