5.1 Major findings of the study 15

5.2 Suggestions for English writing teaching 15

5.2.1 Reinforcing grammar teaching 15

5.2.2 Comparing Chinese with English 15

5.2.3 Integrating reading into writing 16

References..17

1. Introduction

Nowadays, China plays an increasingly important role in the world.  With the rapid development of China, the communication and contact between China and other countries have been more and more frequent in such aspects as economy, politics , culture and so on. As an international language, English has been used mostly compared to other foreign languages. Therefore, English, an important communicative tool, has been chosen as one of the courses of nine-year compulsory education and further education. As a result, English teaching and learning have been paid more attention by Chinese people.

Writing plays an essential role in the four basic language skills-listening, speaking, reading, writing. As an important component of language output, writing shows learners’ ability to express English. It also makes great contribution to learners’ logical thinking and analysis ability. 

However, students still face a big obstacle that hinders them from writing well even thought we think highly of English teaching. Mainly because of the interference of Chinese language, Chinese culture and Chinese way of thinking, Chinglish became a major reason why students can’t write well, which is also a headache both for teachers and students. When checking students’ compositions, EFL (English as Foreign Language) teacher often complain about those Chinglish expressions and have nothing to do. Students may feel nervous while writing in English and form a sense of failure. They may tend to write in Chinglish way of thinking instead of English way of thinking. As a junior high school English teacher, the author is in a good position to research Chinglish in the writing of Junior high school students.

1.1 Background of the Study

For Chinese English learners, it’s inevitable that mother tongue interferes during the process of English learning, which leads to Chinglish. Chinglish exists in every process of English learning and has different forms. It can be found in both learners’ spoken English and written English. Related studies in the past focus on Chinglish in Chinese-English translation (Yang Xiu ming,2005; Qin Xiao ya; Pinkham; Gui hua) while little research was made in Chinglish of writing. In this thesis, Chinglish in the writing of junior high school students will be investigated in terms of its classification, explanation. The research questions are: 1. Is Chinglish a serious problem in the writing of Junior high school students? 2. What are the causes of Chinglish in the writing of junior high school students? 3. What are the solutions to eliminating Chinglish in future?

1.2 Significance and purpose of the study

As mentioned above, Chinglish is the obstacle that stops the learners from learning English. It’s necessary for the researchers and educators to pay attention to Chinglish in language teaching and learning. The significance of the study is as follow:

First, the study is hoped to provide useful information to English teaching of writing concerning what problems the learners are facing while writing.

Next. The thesis also analyzed the causes of Chinglish which can help us to understand how our mother tongue interferes learners’ writing.

Last, the study also comes up with several effective teaching methods that can eliminate Chinglish in the writing of junior high school students.

The purpose of the study is to research the phenomenon of Chinglish in the writing of year 7 students and analysis the causes and then give suggestions to eliminate the effect of Chinglish, which is helpful to those teachers who teaches English.