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二语习得和外语教学过程中到底应如何解决Chinglish这一问题一直是学界争论不休却没有定论的热点话题。从语言产生的社会文化背景及其社会功能来看,Chinglish毕竟是一种语言现象,是Standard English的一种变体,也是语言接触和语言融合的产物。所以不能一概否定这一语言现象,认为它是不合规范和不合英语文化习惯的畸形英语而在二语习得和外语教学过程中加以排斥。正确科学的态度应该是从研究这种语言现象的成因和在现实交际过程中的不同类型着手,在外语课堂教学过程中趋利避害,合理有效地控制Chinglish在课堂教学用语中所占的比例,变不利为有利,变negative transfer为posi-tivetransfer,从而达到活跃课堂气氛、提高教学质量的目的。
How to solve the Chinglish problem in the process of L2 acquisition and foreign language teaching has always been a hot topic debated by the academic community. From the perspective of the sociocultural background and social function of language, Chinglish is a linguistic phenomenon after all. It is a variant of Standard English and a product of language contact and language fusion. Therefore, we must not deny this linguistic phenomenon, consider it to be abnormal English that is unconformable and unacceptable to English culture, and to reject it in the process of second language acquisition and foreign language teaching. The correct scientific attitude should start from the study of the causes of this linguistic phenomenon and the different types in the process of actual communication, gaining advantages and avoiding disadvantages in the process of foreign language classroom teaching, and reasonably and effectively controlling the proportion of Chinglish in the classroom teaching language. , Become unfavorable, and change negative transfer to posi-tivetransfer, so as to achieve the goal of active classroom atmosphere and improve teaching quality.