从语言迁移角度分析中式英语的常见现象

ChapterOneIntroductionWiththedevelopmentoftheeconomyandtheopeningupofthecountrytotheoutsideworld,people’slivingstandardshavecontinuedtoimproveandeducationinChinahasdevelopedbyleapsandbounds,especiallyEnglisheducation,whichhasreceivedwidespreadattentionandEnglishhasbecomeincreasinglypopular.Incollege,studentsneedtoattendtestoftheCET-4(CollegeEnglishTestBandFour)andCET-6(CollegeEnglishTestBandSix),andinternationalstudentsalsoneedtotaketheIELTS(InternationalEnglishLanguageTestingSystem)andtheTOEFL(TheTestofEnglishasaForeignLanguage)test.EveryoneislearningEnglish,fromtheelderlyintheir60sand70stochildrenasyoungasthreeorfouryearsold.However,speakingEnglishdoesnotmeansknowingEnglish.AndEnglishasaforeignlanguageisverydifferentfromourmothertongueintermsofphonetics,vocabulary,grammar,etc.MostpeoplelearnEnglishthroughtraditionalteachingmethods,makingfulluseofthecognitiveskillsdevelopedthroughtheculturaladvantagesofthemothertongue,andlearningEnglishfromananalyticalandcomprehensionperspective,ratherthanthroughthenaturalacquisitionapproach,i.e.firstlanguagelearning.Therefore,therearealotofjokesofChinglish.Thisiswhymostpeople,afteryearsoflearning,stillfailtoachievehighlevelsofproficiency,andevendevelopChineseEnglishthatishalf-Englishandhalf-Chinese,ornotEnglishandnotChinese.Thereasonsforthisare,ofcourse,manifold.Thisarticleanalysesthecommonphenomena,includingphonology,vocabulary,grammarandpartsofspeech,byexploringtherelationshipbetweenlanguagetransferandChinese-English,andexaminestheircausesfromtheperspectiveoflanguagetransfer.ItisimportanttorecognizethedifferencesbetweenChineseandEnglishfromtheperspectiveoflanguagetransferinordertoavoiderrorsandembarrassmentintheuseofEnglish.

ChapterTwoOverviewofLanguageTransferandChinglishLanguagelearningisaprocessofprogressivedevelopmentandcontinuousimprovement.Accordingtolinguistictheory,whenpeoplelearnasecondlanguage,theyoftenencounterproblemsoflanguagetransfer.ChineseandEnglishareverydifferent,withtwodifferentlanguagefamilies,Sino-TibetanandIndo-European.ThishugelinguisticdifferencecancausemanydifficultieswhenlearningEnglish.Inthispaper,wewillfocusontheconceptof“Chinglish”andanalysesitsmanifestationsfromtheperspectiveoflanguagetransferinordertoenablestudentstobettermasterstandardizedandauthenticEnglish.2.1OverviewofLanguageTransferAlthoughlanguagetransferhasalwaysbeenacentraltopicinappliedlinguistics,itsimportanceinthefieldofsecondlanguageacquisitioncannotbeoverstated.Languagetransferhasgonethroughthreestagesofdevelopment,fromtheinitialbehavioristframeworktothepsychologicalframework,andtheunderstandingoflanguagetransferhasbeenconstantlyupdatedandimproved.Theconceptofmother-tonguetransferwasintroducedinthecontextofthecontrastiveanalysistheorythatemergedinthe1940sand1950s.Transferisatermthatoriginallybelongedtopsychologyandreferstotheprocessbywhichlearnerstransfertheirpreviouslyacquiredknowledgeandexperiencetothelearningandacquisitionofnewknowledge.Nativelanguagetransferreferstotheinfluenceofnativelanguageknowledgeonthelearningofaforeignlanguage,andthisinfluenceisoneofthemostimportantissuesdiscussedbymanylinguistsandpsycholinguists.Dependingonthenatureofthetransfer,itcanbedividedintopositiveandnegativetransfer.Positivetransfer:Whentherulesofthemothertonguearethesameasthoseoftheforeignlanguage,thelearnertransferstherulesofthemothertonguetotheforeignlanguage,whichreducestheburdenoflearningtheforeignlanguageandfacilitatesthelearningoftheforeignlanguagebyreducingerrors.Inthiscase,theinfluenceofthemothertongueonthelearningoftheforeignlanguageispositiveandthisinfluenceiscalledpositivetransfer.Negativetransfer:Whenthereisadifferencebetweentherulesofthemothertongueandtherulesoftheforeignlanguage,thelearnertransferstherulesofthemothertonguetotheforeignlanguageandthemothertongueinterfereswiththelearningoftheforeignlanguage.Accordingtotheresearch,forChinesestudentswhosemothertongueisChinese,51%ofthemistakesmadebystudentswhosemothertongueisChineseinlearningEnglishcomefrommothertongueinterference.2.2TheConceptofChinglish“Chinglish”,alsobeknownas“ChineseEnglish”.Manyscholarsathomeandabroadhavemadeacleardefinitionof“Chinglish”.“LiWenzhongbelievesthat‘Chinglish’referstoakindofdeformedEnglishthatisoutofstandardoroutofEnglishculturalhabitsinEnglishcommunication”.ThatisbecauseChineselearnersandusersareeasilyinterferedandinfluencedbymothertongueandtherigidChineserulesandhabits.(1993:19)AndJoanPinkham(2000)oftheUnitedStatesalsobelievedthat“Chinglish”isadeformed,mixed,non-Englishandnon-Chineselanguage,whichcanalsobecalled“theEnglishwithChinesecharacteristics”.ItappearsintheprocessofChinesepeoplelearnEnglish.2.3TheRelationshipBetweenLanguageTransferandChinglishFromtheperspectiveoflanguagetransfer,ChinglishistheresultoflanguagetransferbetweenChineseandEnglish.ItderivedfromtheuseofEnglishbyChinesepeople.Therearecertainsimilaritiesinsomesentencestructures,sowecanapplyChineserulesandusagehabits.However,therearedifferencesinsomestructures.Therefore,somepeoplewillmakenegativetransferofhismothertongueandmakesomeunconsciousmistakesbyapplyingrigidChineserules.Asweallknow,EnglishandChinesebelongtotwodifferentlanguagesystem,butwiththecontinuousprogressanddevelopmentofsociety,EnglishandChinesehavealotincommon,suchasthepartsofspeechandthemeansofwordformation.Inaddition,thesentencepatternsofEnglishandChinesealsohavemanysimilarities.Forexample:Example1:SV:Iwork.Example2:SVO:Theylikebananas.Example3:SVP:Iamateacher.Ascanbeseenfromtheabovesentencepatterns,therearemanysimilaritiesbetweenChineseandEnglish,andsomecustomaryexpressionscanalsobefoundinEnglish,whichisconducivetounderstandanduseofEnglish,soitiseasytousethepositivetransferoflanguageintheprocessoflanguageuse,whichreflectsthepromotingeffectoflanguagetransferonEnglishlearning.However,itshouldbenotedthatsincelanguagelearnershavediscoveredthepositivetransfereffectoflanguagestructure,theywillconstantlyapplythisruletolanguagelearningintheprocessofpractice.Inthelongrun,itiseasytoequateEnglishandChineselanguages,resultinginlearners’failuretoachievetheexpectedeffectincommunication.Fromtheperspectiveofnegativetransfer,pronunciationandgrammarrulesthatarenotfoundinChinese,suchaschangesinverbtenses,addtroubletotheuseandmasteryofEnglish.ChapterThreeLanguageTransferinChinglishFromthedefinitionofChinglish,itcanbeseenthatitisnotidiomaticEnglishproducedbytheChineselanguagepatternandthinkingpattern,oritcanbesaidthatitisakindofinterlingualerror.ChinglishexistsinalargenumberofChineselearners’oralandwrittenlanguage,mainlymanifestedinphonetics,vocabulary,syntaxanddiscourselevel.3.1TransferatthePhoneticLevelEnglishisanintonationlanguage,andChineseisatonallanguageChineseintonationchangeisnotasobviousasEnglish,mainlybythefourtonestodistinguishthedefinition.Therefore,ChinesestudentsinEnglishlearningoftenaffectedbytheinterferenceofChinesevoiceandintonation,theirEnglishvoiceandintonationisveryChinese,EnglishlinkingweakeningstressandtonegraspisnottypicalofthisChineseaccentistheresultofnegativetransferoflanguage.Forexample,manyEnglishbeginnersorpoorEnglishstudentsareusedtomarkEnglishpronunciationwithChinesecharacters.“Thankyouforthreegramsofoil”,soitisnotsurprisingtopronounce“think”as“sink”.Inaddition,influencedbydialects,manyChinesestudentsalsospeakChinglishwithlocalcolors,suchasthewell-knownCantoneseswallowpronunciation,andpronounceEnglish“sh/ch/ge”as“许、取、咀”.Forexample:Example1:Washmyhands.Washispronounced“握许”Example2:Whichisyourbag?Whichispronounced“为取”Example3:Heurgedtheabolitionofcapitalpunishment.Urgedispronounced“饿咀”Andit’snotsurprisingtoswallowtheendofasyllable.3.2TransferattheLexicalLevelFromtheperspectiveoforalEnglishwritingandtranslationofChineseEnglishlearners,thephenomenonoflanguagetransferatthevocabularylevelisquiteserious.Despitethegreatdifferencesbetweenthetwolanguages,theydirectlytransfertheirmothertongueintotheirEnglishvocabulary.Generallyspeaking,languagetransferatthevocabularylevelismainlyreflectedinthefollowingthreeaspects.3.2.1MismatchedWordsThemostprominentfeatureofEnglishexpressionsis“collocationexpression”.TherearealargenumberofidiomsandidiomsinEnglish,aswellasmanyfixedcollocationsthatarenotnecessarilyequivalenttoChinesecollocations.[QiHui,2007:64]WhenEnglishlearnersapplyChinesecollocationhabitstoEnglishwriting,itiseasytoproducemismatchedChinglish.Forexample:Example1:IreallyneedtoimprovemyselfnowandlayagoodfundamentaltolearnEnglishwell.R:IreallyneedtoimprovemyselfnowandlayasolidfundamentaltolearnEnglishwell.Example2:Ijustwantyounottoloseyourheartsinlife.R:Ijustwantyounottoloseheartinlife.Example3:Iverylikegoshoppingwithyou.R：Ilikegoshoppingwithyouverymuch.Example4:W:Thepriceoftheclothesinthestoreisveryexpensive.R:Thepriceoftheclothesinthestoreisveryhigh.Whenlearning“expensive”,studentsonlyremembertheliteralmeaningofthewordexpensiveinChinese,buttheydon’tknowthecollocationandcontextofthewords.Infact,whenitmeansexpensiveorcheap,itcanbeusedasexpensiveorlow,butwhenitmeanshighorlow,itshouldbeusedashighorlow.Inaddition,inChinese,wehaveraisingflowers,raisingchildren,raisingdogs,etc.,inwhichtheverbistoraise.Whenthestudentstranslatetheabovewords,manyofthemwillthinkofusingthewordgrow,sothereisgrowflowers/achild/adog.Itisobviousthatthesewrongcollocationsaretheresultofstudents’transferofChinesecollocationsintoEnglish.Asweallknow,inEnglish,growonlymeansplanting,butdoesnotmeanfeedingandrearing,sodifferentformsofcollocationsareneeded:growflowers,bringupachild,andrearadog.3.2.2LexicalRedundancyOneofthecharacteristicsofEnglishistoadvocateconciseandcomprehensive,onthecontrary,Chineseemphasisonwriting,oftenatthecostofpenandinktoreinforcethemeaningofthetableispronetorepetitionofwordslearners,becausetheyareusedtotranslateChinesewordforwordintoEnglish.(1)SuperfluousadverbExample1:Onarrivingatthestation,Ifoundthetrainhadleftaway.(Shouldbedropthe“away”.)Example2:Myroomismuchmorebetterthantheonenextdoor.(betterisalreadyacomparativelevel,andmoreshouldbedelated.)(2)SuperfluousverbExample1:Thenewclothesaresoldwell.R:Thenewclothessoldwell.Example2:Inmyopinion,Ithinktheproductionandsaleoffakecommoditiesshouldbefirmlybanned.R:“Inmyopinion”and“Ithink”expressthesamemeaning.Addinganadverbtothewordbanistogildthelily,whichitselfcarriesthemeaningofstrictprohibition.Example3:Thesesimilaritiesmadethembecomeclosefriends.R:Thesesimilaritiesmadethemclosefriends.(3)RedundantconjunctionsInanEnglishcompoundsentence,onlyoneconjunctionisneededtoconnectthemainclausetothesubordinateclauseandtoexplaintherelationshipbetweenthem.Example1:AlthoughIamnotgood-looking,butIamverygentle.R:AlthoughIamnotgood-looking,Iamverygentle.Example2:Becauseitwasraining,sowestayedathome.R:Becauseitwasraining,westayedathome.(4)SuperfluousnounInmostcases,superfluousnounsdonotexistinisolation,butarecombinedwitharticleprepositions.Whentheyappearintheformofphrases,suchsuperfluouswordsareeasytoidentifyandtheircorrectioniseasytodeletealongwiththearticlepreposition.Forexample:Example1:W:Wemustacceleratethepaceoftheeconomicreform.R:Wemustacceleratetheeconomicreform.Afteralittledeliberation,itisnotdifficulttofindthat"toaccelerate"isequivalentto"increasethepaceof"inexpression.Onceomitted,themeaningofthesentenceisnotvague,butclearer.3.2.3MisuseofPartsofSpeechThecommonfeatureofEnglishandChineselanguagesispolysemy.Thesamewordrepresentsdifferentmeaningsindifferentcontexts.However,learnersareofteninfluencedbyChinesethinkingandonlypayattentiontothesemanticsofthepartsofspeechwhileignoringthepartsofspeech.Example1:W:Thetwobrotherslooklike.R:Thetwobrotherslookalike.alike

canbeusedasanadjectiveoranadverb,likecanbeusedinmanypartsofspeech,but“lookalike”means“长得相像”;andlooklikemeans“看起来像是”.Example2:W:Thismedicinehasanimmediateaffectonhisillness.R:Thismedicinehasanimmediateeffectonhisillness.Affectisaverb,means“影响；感动”;effectcanbeusedasbothaverbandnoun.Example3:W:ThatschoolwasfoundbyMrWang.R:ThatschoolwasfoundedbyMrWang.foundmeans”todiscover”whenusedasthepasttenseandpastparticipleforfind;Asaverbprimitive,itmeans“tocreate”,anditspasttenseandpastparticiplearefounded.3.3TransferattheSyntacticLevelDuetothelackoflearners’graspofEnglishgrammarrulesorthedeep-rootedinfluenceoftheirmothertongue(Somestudieshaveshownthatthemorecompletetheprotectionsystemofhumanmothertongueis,thegreatertheinternalresistancetoacceptingaforeignlanguagewillbe.Foroldercollege,middleschoolandevenadultlearners,theirlanguagehabitswillbeTheirthinkinghabitshavebeenfixed,andtheywillhavegreatresistancetoforeignlanguages),sotheyoftenapplythesyntacticrulesoftheirmothertonguetoexpress.However,thesyntacticrulesofChineseandEnglisharedifferent,whichresultsinnegativetransferatthegrammaticallevel.3.3.1WordOrderErrorThenormalwordorderofdeclarativesentencesinbothEnglishandChineseissubject-verb-object(SVO).Therefore,simpledeclarativesentencesinChinesecanhavepositivetransfertoEnglish,butthepositionsofinterrogative,attributive,adverbialandothermodifiersarequitedifferent,sothephenomenonofnegativetransferismoreserious.positivetransfer:我有一个老师。Ihaveateacher.negativetransfer:Example1:W:IinBeijingspentmyholiday.R:IspentmyholidayinBeijing.Example2:W:twelveimportedfromEuropenewchairs.R:twelvenewchairsimportedfromEurope.Example3:W:AboutthismatterIatthemomenthaven’ttheslightestidea.R:Ihaven’ttheslightestideaaboutthismatteratthemoment.BothChineseandEnglishrequirestrictwordorder,buttherearedifferencesinthestructureofthetwolanguages,thatis,Chineseattachesimportancetoparatactic,whileEnglishattachesimportancetohypotaxis.Therefore,therearedifferencesinwordorderbetweenthetwolanguages.Specifically,Chinesegenerallygoesfromfartonear,fromlargetosmall,fromheavytolight,fromordinarytospecial,fromsupervisortoobjective,fromwholetoindividual,whileEnglishisjusttheoppositeAsaresult,wordordererrorsoftenoccur(DingJinzhu,2009:222).Incase,studentsunderstandEnglishsentencepatternsaccordingtoChinesethinking,sowordordererrorsoccur.3.3.2VoiceErrorBothEnglishandChinesehaveactivevoiceandpassivevoice,buttheuseofthetwoiscompletelydifferent.InmodernChinese,thepassivevoiceisrarelyused,andmostofitsuseistoexpresstheundesirableorundesirablethingsforthesubject,suchasbeingscolded,beingbathedinrainandbeingpunished,etc.However,duetodifferentlanguageexpressionhabits,thepassivevoiceisfrequentlyusedinEnglish,especiallyinscientificEnglishornewsreports.Meanwhile,duetothehabitofChinese,ifitisdifficulttojudgewhoistheperpetratoroftheactionandcanclearlyunderstandtheactiveandpassivecomponentsinthesentence,thepassivevoicecanusuallybeomittedBecauseofthisdifference,itiseasytocreatethewrongvoiceChinglish.Example1:passivevoice:Englishisspokenbymanypeople.activevoice:ManypeoplespeakEnglish.Example2:passivevoice:Apresentwasbroughtforherbyherfather.activevoice:Herfatherboughtherapresent.Example3:passivevoice:Thechildrenwerewatchedtosingthatmorning.activevoice:Theywatchedthechildrensingthatmorning.Obviously,theabovethreeexamplesarecausedbythedifferencesintheexpressionofpassivemeaningbetweenChineseandEnglishlanguages.Indailycommunicationandwriting,weshouldnotblindlyconvertChinesesentencepatternsintocorrespondingEnglishsentencepatterns,butshouldpayattentiontowhetherweneedtousethepassivevoice,otherwiseitwillbeeasytowritesentencesthatdonotconformtoEnglishexpressionhabits.3.3.3SentenceStructureErrorUsuallyChinesesentencestructureisrelativelyfixed,whileEnglishsituationischangeable.EnglishsentencesareoftencenteredonSVOstructureandmodifiedandexpandedbyvariousconjunctivephraseclauses,whichmakesthesentencestructurecomplexandvividtoread.However,influencedbyChinesesentencepatterns,studentsoftenuseaseriesofsimplesentencesorcompoundsentenceswiththesamesentencepatternsintheirwriting,resultinginasinglesentencepatternandmonotonousreading.ThisChineseformofEnglishsentencesisalsoChinglish.Forexample：Example1:W:Itisimportantforthestudentstobroadtheirhorizonsandincreasetheknowledge.Becausenowthesocietyisdevelopingquickly.R:Withthedevelopmentofthesociety,itisimportantforthestudentstobroadtheirhorizonsandincreasetheknowledge.Example2:W:Sheisyoungandambitious,sheworkshardtogetthejob.R:Youngandambitious,sheworkshardtogetthejob.Example3:W:Susanspeaksfast,hervoiceissoweak,everybodyatthebackcan’thearclearly.R:Shespeaksfastandhervoiceissoweakthatitcan’tbeheardclearlybyeverybodyattheback.TheaboveexamplesfullyreflectthedifferencesbetweenChineseandEnglishsentencepatterns.InfluencedbyChinesesentencepatterns,studentsareoftenunabletoproficientlychangesentencestructuresinwritingandcommunication,andareaccustomedtousingsimplesentencesinlinewithChineseexpressionmethods.Therefore,suchmonotonoussentencepatternsarenotonlyboring,butalsounabletounderstandthechangeablesentencepatternsofidiomaticEnglish.ItfollowsthatinbothspokenandwrittenChinese,thesubjectofthepredicateverbisusuallyalivewhereasinwrittenEnglish,theinanimatesubjectoftheabstractmeaningoftenprecedestheactionoftheconcretemeaning,thusmakingthesentencemoreconciseandvivid.Tobeexpressive,thereshouldbeavarietyofforms.3.4TransferattheDiscourseLevelThedifferenceinthinkingmodeleadstothedifferenceindiscourseorganizationbetweenEnglishandChinese.Undertheinfluenceofindividualisticthinking,Englishdiscoursegenerallyemphasizesclearstructure,coherenttextandstronglogic,whichrequirestogetstraighttothepointandtothetopicEnglishcompositionisoftenorganizedinawaythatputsthetopicsentenceatthebeginningofthesentence,andthereisonlyonetopicinaparagraph,andthenexpandsthesentencetightlyaroundthecleartopic,demonstratingorexplaininglayeruponlayer.Ontheotherhand,influencedbyChinesetraditionalcultureandthinking,theexpressionofChinesearticlesisimplicit.Inthebeginning,thearticledoesnotpointoutthetopic,andtheimportantinformationisoftenputattheendafterrepeatedargumentationThediscoursedifferencecausedbythedifferentwayofthinkingmakesstudents,influencedbytheChinesecultureandhabits,writeEnglishcompositionswithinconsistentcontent,unclearlevel,poorlogic,andlackofnecessarytransitionandcoherence.Therefore,theywriteChinese-styleEnglishcompositions.Forexample:Example1:Studentsareaskedtowritethesubjectphrase“Differentpeoplespendtheirweekendsindifferentways”.Whenwritingaparagraph,thefollowingsentenceappears:Alotofpeopleliketogotothemountains.Somechoosetogoswimming.Girlslovetogoshoppingandwatchmovieonweekends.Therearemanypeopleintheshopsonweekends.Thereareseriouserrorsofcoherenceandcontentinthisexample.Firstofall,theparagraphlacksthenecessarytransitionalwords.Forexample,FirstlySecondlyThirdly,anadverbindicatingordercanbeinsertedatthebeginningofthefirstthreesentencesrespectivelySecondly,thelastsentenceoftheparagraphobviouslyhasnothingtodowiththetopicsentenceandshouldbedeletedwithoutanyhesitation.ThisexamplebasicallyshowsthedifferenceinthewayofthinkingbetweenChineseandEnglishpeople.Example2:Yetopinionsvarywildlyastothemeritsanddemeritsoftakingagapyear.Whilesomeseeitasagoldenopportunitytobroadentheirmindsandgainmoreexperience,othersviewitasadistractionwhichmakesitdifficultforthemtokeepupwiththeirpeers.Inthisexample,peopletalkaboutgapyear.Somepeoplethinkthatgapyearcanbroadentheirhorizonandmakestudentsgetexercise,whileothersthinkthatitmaymakethemlosemoreopportunitiesandfallbehindtheirpeers.Althoughtheyclarifytheirownopinions,theydonotclearlyshowtheirownopinionsandattitudes,whichisregardedasatabooinEnglishdiscourse.ChapterFourTheCausesandEvasiveStrategiesofChinglishThepurposeoflanguageistocommunicate,andthelessjokescausedbymisunderstandingsthebetter,andtheabilitytoconveyideascorrectlyisabasicrequirementforlanguage.So,howcanpeoplelearnEnglishwithoutorwithlessinfluencefromtheChineselanguagefactor?Firstly,weneedtoanalysesthecausesofChinese-EnglishandthenfindtherightremedytolearnEnglishinanauthenticway.4.1TheCausesofChinglishChinglishhasitsownspecificcontextualcauses,whichareuniquetoChina,andthispapergivesthefollowingreasonsforthecreationofChineseEnglish:4.1.1NegativeTransferofLanguageWhenthepatternsandlanguagehabitsofthemothertonguewillproduceerrors,hinderandinterferewiththelearningofthenewlanguageandothernegativeeffects,itisanegativetransfer.ChinesebelongstotheChinese-Tibetansystem,withnotwistsandturnsintheorganizationalstructureofkeywordsandwordsbetweensentences,andtheextensiveuseofsubject-freeclausesandmeaninglesssentencessuchas"Livinginhuman.society,needmoneyandchastity.EnglishispartoftheIndo-Europeanlanguagefamily,thekeywordsjoinsentencesandsentences,theyhaveavariety,mostsentencesneedasubjectandapredicate,thesearetwodifferentlanguagefamiliesandingeneral,inlanguagetransfer,negativetransferisgreaterthanpositivetransferIntheearlystageoflearning,Englishlearners,becausetheirEnglishlevelhasnotreachedthedegreeofproficiencyandeaseofuse,willgenerallyrelyontheirmothertongueknowledge,whichmakesthenegativetransfereffectmoreobvious.Iftheymisusetheexistingfixedthinkingpatternsindailylifeanddonotcombinewiththechangesofthesituationatthattime,Chinglishphenomenonwillappear.Forexample:Example1:Peoplemountainpeoplesea（人山人海）Here,thetypicalChinesefigurativerhetoricisdirectlyborrowedfromEnglish,thecorrectexpressionshouldbe“hugecrowdsofpeople”,similartolongtimenosee.Example2:“Yourwifeisverybeautiful”,“where,where”Onadiplomaticoccasion,whenaforeignofficialcomplimentedaChineseofficialonthebeautyofhiswife,thelatter’sself-deprecatingreplywastranslatedliterally,causingmisunderstandingandconfusiontotheformer.Example3:“TakeIronCoffee”拿铁咖啡Theword“latte”isatransliterationoftheEnglishword“latte”,whichcomesfromtheItalianword“takeiron”andhasnothingtodowiththeChineseword“latte”.Thereareotherinterestingexamples.Forexample:wetwowhoandwho（咱俩谁跟谁啊），howareyou?Howoldareyou?（怎么是你？怎么老是你），youhaveseed,Iwillgiveyousomecolortoseesee.（你有种，我要给你点颜色瞧瞧）andsooninhumorousChinglish.4.1.2ChineseThoughtPatternsThinkingisanotherimportantpartofcommunicationinhumansociety,whichisinseparablefromlanguage.Thetwoareinterdependent,andtheassociationofdevelopingwordstogethercanbestreflectthedifferenceinthinking.Generallyspeaking,wearealwaysusedtoconstructourselvesbasedonourculturalexperienceandthinkinginertia.Forexample,whenChinesepeopletalkaboutdogs,theytendtothinkofderogatorytermssuchasdogminion,whileintheUKandtheUS,doghasbothneutralandpositiveattributes,suchasatopdog,Barkingdogsseldombiteisveryhappy,luckydog.Inaddition,EnglishandChinesehavetheirownuniquethinkingstyles,andthesentencecentersofgravityofthetwolanguagesaredifferent.Forexample,ifwedonotadjustthesentencesinwriting,thefluencyofthearticlewilldefinitelybeaffected.ThecenterofgravityoftheEnglishsentencesisinthefirstplace,whiletheChinesesentencesareusuallyinthelastplacesoakedinsweatwhenyousawmeyesterdaybecauseIhadbeenjogging.Yesterday,whenyousawme,Iwassoakedinsweat,becauseIhadbeenjogging.4.2TheEvasiveStrategiesofChinglish4.2.1UnderstandingtheDifferencesBetweenEnglishandChineseLanguageandthinkingarecloselyrelated.Aspreviouslyanalyzed,Chinglishismainlyinfluencedbynegativetransferoflanguage.BeingfamiliarwiththedifferencesbetweenEnglishandChineseisoneoftheimportantwaystosolveChinglishproblems.First,Englishemphasizeshypo