祥芝灵,2012央视元旦晚会,微波炉
We have not placed enough emphasis on basic English teaching. Due to the absence of the voice examination in middle school and college entrance examination, teacher always ignore the sound learning. Many countryside teachers can not pass the spoken English test. When some students learn from these teachers, we can imagine the result of learning. 4. Countermeasures for Chinglish Now that the main cause of Chinglish is linguistic interference, we should avoid this interference. If we think like the native people, then the interference will not exist. So, the most important way is cultivating the habit of English thinking. As a Chinese person, Chinese thinking habit could never be removed. But we can compare the two languages and notice the difference to cultivate this habit. In the comparison between native and foreign language lies the key to ease or difficulty in foreign language learning. We can predict and describe the patterns that will cause difficulty in learning by comparing systematically the native language and the target one. Many people think that the greatest difficulties in the second language learning are neither apparent similarities nor apparent differences, but subtle distinctions. To avoid Chinglish, Chinese students of learning English must be aware that English is, for the most part, logically compact in its structure. English verbs and nouns seldom repeat themselves in the same sentence. That's why conjunctions, pronouns and other substitution or introductory words are more frequently used in English than in Chinese. Anyway, we should pay more attention to substitution, subject and subordination.[13] 4. 1 Substitution There is a major difference between English and Chinese language, that is，English does not like to repeat. If a few words of the sentence are necessary to repeat, we always use the substitution instead of repetition. In China, people use substitution all the same, but when we translate English to Chinese we should avoid using substitution instead of using notional words. [14]For example, we have a Chinese sentence. A: 哈佛是最早接受中国留学生的美国大学之一。中国教育界.科学界.文化界一直同哈佛大学保持着学术交流。 B: Harvard is among the first American universities to accept Chinese students. The Chinese educational, scientific and culture communities have all along maintained academic exchanges with this university. In Chinese sentence we can see ‘Harvard’ two times, but in English sentence we only see ‘Harvard’ one time, in second time we use the substitution ‘this university’. In this way, we not only avoid duplication and but also show the links between the two sentence. 4. 2 Subject In general, the relationship between subject and predicates in English is closer than in Chinese. For example, 鲁镇的酒店的格局，是和别处不同的：都是当街一个曲尺形的大柜台，柜里面预备着热水，可以随时温酒。 A: The layout of Luzhen’s taverns is unique. In each, facing you as you enter, is a bar in the shape of a carpenter’s square where hot water is kept ready for warming wine. B: The wine shops in Luzhen are not like those in other parts of China. They all have a right-angled counter facing the street, where hot water is kept ready for warming wine. The subject of A is ‘layout’ is according with the Chinese sentence. But this is the beginning of story; the word ‘layout’ makes people feel strange. In English sentence, people don’t like change subject in paragraph. 4. 3 Subordination Substantial use of English attributive clause, participle phrases, prepositional phrases, etc. is frequently seen. But Chinese have not so many means of expression. In English sentences, there are many relative pronouns or subordinating conjunctions that serve to subordinate clause constituent; while Chinese translation often consists of verb clauses, of which the dependent or subordinate relationship with connectives is not obvious. Conclusion Recent years, English foreign learning is very popular in China. And English, as an international language has become an indispensable tool for Chinese people to communicate with the world. With the reform and opening-up policy of China and economic globalization, Chinese people are communicating with other countries more frequently. English that has developed as a worldwide language has become our main tool to fulfill international communication. However, a phenomenon exists commonly in Chinese- English translation, that is, Chinglish. In light of the social culture setting that arises from the language and its society function, Chinglish is phenomenon of a kind of language, a kind of Standard English aberrant, also be language contact and the child with shirt-sleeve language. So cannot entirely is negative phenomenon of this one language, the abnormal English that thinks it is disagreement standard and habit of disagreement English culture. People try to repel Chinglish in process of foreign language education. The manner of correct science should be mix from the contributing factor that studies phenomenon of this kind of language and the different type in actual intercourse process. In process of education of foreign language, English learners should hasten benefit avoids kill, effectively control the proportion that Chinglish holds in classroom education. Then they become adverse to be advantageous, change Negative Transfer to Positive transfer, achieve the active classroom atmosphere, and aim at improving education quality thereby. Notes [1] 庄译传.也谈中式英语[J].中国翻译,2000,(6):7. [2] Nida, Eugene A and Taber Charles, The Theory and Practice of Translation (Shanghai Foreign Language Education Press,2002),15. [3] Kachru Yamuna and Nelson Cecil L, World Englishes in Asian Contexts (Hong Kong University Press, 2006), 19. [4] 曹宁.也论中国英语和中国式英语[J].南华大学外国语学院,2005,(5):12. [5] 王弄笙.汉英翻译中的CHINGLISH [J].中国翻译,2000,(5):15-16. [6] 李文中.中国英语和中国式英语[J].外语教学与研究,1993, (4):12-13. [7] 宋更宇.从文化视角看中国式英语[J].安徽技术师范学院学报,2005,(3):53-56. [8] 李雪红.浅析中式英语产生的原因[J].合肥工业大学学报,2005,(4):119-123. [9] 蔡基刚.英语教学与英语写作中的汉式英语[J].外语界,1995,(3):36-40. [10] 王弄笙.汉英翻译中的CHINGLISH [J].中国翻译,2000,(2):31-35. [11] 骆贤风.从中国式英语看母语的负迁移[J].重庆山峡学院学报,2002,(3),2-3. [12] 金惠康.跨文化交际翻译[M].北京:中国对外翻译出版公司,2003,25-31. [13] 庄译传.也谈中式英语[J].中国翻译,2000,(6):7-10. Bibliography [1] Kachru Yamuna and Nelson Cecil. World Englishes in Asian Contexts. Hong Kong University Press , 2006. [2] Pinkham. The translator’s guide to Chinglish, Beijing: Foreign Language Teaching and Research Press, 2000. [3] Nida Eugene A and Taber Charles R. The Theory and Practice of Translation, Shanghai Foreign Language Education Press, 2002. [4] 蔡基刚.英语教学与英语写作中的汉式英语[J].外语界,1995(3). [5] 曹宁.也论中国英语和中国式英语[J].南华大学外国语学院,2005(5). [6] 陈毅平.中式英语的特点与演变[J].武汉大学出版社,2007(6). [7] 邓炎昌.语言与文化[M].北京外语教学与研究出版社,1989. [8] 金惠康.跨文化交际翻译[M].北京:中国对外翻译出版公司,2003. [9] 李雪红.浅析中式英语产生的原因[J].合肥工业大学学报,2005,(4). 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