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AnAnalysisandCountermeasuresofChinglishinSeniorHighSchoolEnglishWritingfromthePerspectiveofNegativeTransferMay,31th,2014ReasonsforChoosingMyTopic1.VisittoSISU2.Personalinterest1.IntroductionTheOutlineofMyThesis2.LiteratureReview3.MethodologyandResearchDesign4.ResultsandDiscussions5.ConclusionsIntroduction1.Thebackgroundoftheresearch2.Thepurposeandsignificanceoftheresearch(1)Researchpurpose(1.1)InvestigatemoreabouttherealcurrentsituationofEnglishteachingandfindoutthedifficultpartofSs’Englishwriting.(1.2)HelpSsrealizethedifferencesbetweentheWesterncultureandChinesecultureandrecognizesomebadinfluencesoflanguagephenomenaofL1,orChinglish,ontheirEnglishwritingbecauseofthenegativetransfer.3.Thelayoutofthisthesis(2)ResearchsignificanceAssistSsinovercomingChinglishintheirwriting,accumulatingidiomaticexpressions,arousingtheirinterestinwritingandstrengtheningtheirconfidencetoimprovetheirwritingproficiency.LiteratureReview1.ChinglishandChinaEnglish(1)DefinitionofChinglish(2)DifferencebetweenChinglishandChinaEnglish2.Theoreticalframework(1)Theinterlanguagetheory(2)Thelanguagetransfertheory(3)Theerroranalysistheory(4)Thecomparativeanalysistheory3.OverviewofChinglishandnegativetransfer(1)Relatedstudiesabroad(2)RelatedstudiesathomeMethodologyandResearchDesignQ1:WhatarethemanifestationsofChinglishintheseniorhighstudents’Englishwriting?Q2:WhatarethereasonsforthesemanifestationsofChinglish?Q3:WhatkindsofteachingstrategiescantheEnglishteachersadopttotacklethoseproblems?1.Researchquestions2.SubjectsSecondyearstudentsofseniorhighschool3.Researchmethods(1)qualitative(2)quantitative4.Researchinstruments(1)Writingtest(2)Questionnaire(3)Interview5.JudgesoftestpapersTheauthor’smentorteacherandherUSfriends6.ProceduresofthestudyStep1Writingpre-testStep2TeachingstrategiesStep3Writingpost-testStep4ErroridentificationStep5QuestionnaireStep6Interview7.ThestrategiesofavoidingChinglishinhighschoolEnglishwriting(1)Culturalinfiltration(2)Writingpractice(3)TextualrecitationTable1Three-monthwritingplanTimeWritingProjectReasonSept.20-Oct.20Self-introductionTrytoknowthewriter’studentsMyDreamOct.21-Nov.20MyFavoriteTeacherPracticeafixedmodelofthetestabouthowtodescribepeopleMyIdealUniversityEncourageSstogofortheirdreamuniversitiesNov.21-Dec.21Left-behindChildreninMyHometownManystudentsarefromtheruralareasandtheirparentsleftthembehindathomeMyWinterHolidayPlanStimulateSs’interestsinpracticingusingdifferenttensesResultsandDiscussions1.Results(1)Resultsfromthepre-testandpost-testTable2Interferenceerrorsofpost-testandpost-testattheleveloflexis,morphology,syntaxanddiscourseTypeFrequencyProportionPre-testPost-testPre-testPost-testLexis757033%39%Morphology745032%28%Syntax574326%24%Discourse20159%9%Total226178100%100%Table3Students’scoresinthepre-testandpost-testGradeNumberofstudentsPercentage(%)Pre-testPost-testPre-testPost-test21-25121.83.616-2011102018.211-15272449.143.66-1010151827.31-56411.17.3(2)ResultfromthequestionnaireTable4ResponsestothequestionnairesonvocabularylearningbehaviorsandwritingstrategiesVocabularyLearningBehaviorsAlways(%)Often(%)Sometimes(%)Seldom(%)Never(%)1.WhenIlearnnewEnglishwords,IwilltrytofindoutitsequivalentChinesetranslationandhighlightthesignifiedmeaning.48.521.619.91002.WhenIlearnEnglishwords,IwillmakeanattempttolearntheusagesofEnglishvocabularyalongwithitsChinesemeaning.15.534.544.43.603.WhenIlearnEnglishwords,IwillmakeuseofexamplesentencestolearnhowtouseEnglishwordscorrectly.7.733.240.119.904.WhenIlearnEnglishvocabulary,Iwillfocusonaffectivemeaningbesidesitsliteralmeaningofthetargetvocabulary.1.133.342.818.93.95.WhenImeetdifficultyinusagesofEnglishvocabulary,Ilookuptodictionariestofurtherclarifytheirunderstandingofwordusages.10.333.545.610.606.WhenIfirstreadanessay’stitle,IwillfigureouthowtowriteitinChinese,thenIwillfinishthewritinginEnglish.50.535131.507.WhenIfinishwritingasentenceinEnglish,IwillmentallytranslateitintoChinesetocheckwhetheritpresentswhatIhavemeanttoexpressmyself.45.33015.57.228.IwilltranslateChineseidiomsintoEnglishdirectly，forinstance,Iwilltranslate“说笑话”and“睡得像猪一样”into“sayjokes”and“sleeplikeapig”respectively.5534.173.909.IwilltranslatemyideasintoEnglishliterallywhenIamnotabletothinkoutabetterEnglishexpressionandIwillnotspendanytimeconsideringwhetherthoseexpressionsareidiomaticornot.52.8356.26010.IwillusetheChinesesentencestructuresdirectlywhenIamwritingEnglishessays.Forexample,Iwilltranslate“她长得像她的妈妈。”into“Shelikeshermother”.44.733.81362.52.Discussions(1)Discussionsonpre-testandpost-test(2)DiscussionsonmanifestationsofChinglishfromthewritingtestpapersChinglishatthelexicallevelChinglishatthemorphologicallevelChinglishatthesyntacticlevelChinglishatthediscourselevel(3)DiscussionsonquestionnaireDiscussionsonvocabularylearningbehaviorsDiscussionsonwritingstrategies(4)DiscussionsoninterviewChinglishinducedby“spoon-feeding”teachingmethodChinglishinducedbyhighschoolEnglishteachers’undesirableEnglishliteracyConclusions1.Majorfindings(1)Chinglishismost-frequentlydiscoveredstudents’Englishcompositionsandithasmuchtodow