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AbstractThe phenomenon of Chinglish has taken on spreading tendency, which cannot be ignored. This paper analyzes the definition, manifestations and reasons of Chinglish. Besides, the author gives some effective measures on how to avoid Chinglish. Thus the block to learn English can be cleared.
Key wordsEnglish Chinglish
一、Introduction
At present, as English gradually becomes an international language, more and more Chinese people begin to learn English. Due to the influence and disturbance of Chinese, they will undoubtedly create distorted English, not in accordance with authentic English. This kind of English is generally called Chinglish (Liu Wenzhong, 1993/4).
二、Manifestations of Chinglish
（一） At phonetic level
At phonetic level, the author intends to describe Chinglish at levels of speech sounds and syllables.
1.Speech sounds
（1）Substitution of [t, s] for [θ], [d, z] for [δ]
Some Chinese learners of English pronounce “this” as “[dis]”. The mispronunciation is caused by the fact that there are no such phonemes as [θ] and [δ] in Chinese. Therefore, some Chinese speakers just use the nearest equivalent phonemes [t, d] or [s, z] to replace [θ] and [δ].
（2）Confusion of [n] and [l]
Some Chinese learners, especially those from Hunan, Hubei, Fujian and Anhui provinces, may have difficulty in distinguishing between [n] and [l]. They have a tendency to replace [n] with [l] or [l] with [n].
（3） Vowels after certain consonants
Chinese consonants are combined with vowels while English ones are not. So plosive consonants [p,b,t,k,g] are articulated as: p-o，b-o, t-e, d-e，k-e，g-e, which is another form of Chinglish.
2.Syllables
（1）Difficulty with Consonant Cluster
In English, The combination of consonant cluster may be represented as CCCVCCCC. Many Chinese students have difficulty in pronouncing consonant clusters. For example, they put the vowel [u] after [p] and [b].
（2）Difficulty with nasal plosion
For Chinese English learners, they may have more difficulty in pronouncing “nasal plosion” in English, such as [tn] and [dn].However, in Chinese syllables there is no such “nasal plosion” often habitually pronounced as [tən] and [dən] respectively.
（二）At lexical level
1.Redundancy
Redundancy is using more words than necessary or repetition of words or phrases with similar meanings. Take the example of “desk”; Chinese people would say “book desk” or “writing desk” instead.
2.Misuse of words
It’s necessary to pay attention to the use of English words. One of the big problems of people learning English is the misuse of words. For instance：
Wrong: I feel very painful in my right hand.
Correct: I feel great pain in my right hand.
3.Ignorance of the idiomatic English expression
Ignorance of the idiomatic English expressions also results in Chinglish. For Chinese speakers, they first think in Chinese and then translate it in English. As a result, the words or expressions appear ridiculous to native speakers.
（三）At syntactic level
Syntax is a subfield of linguistic that studies the sentence structure of language. It is the rules of grammar that are used for ordering and connecting words in a sentence. Chinglish at this level also runs riot.
三、Basic reasons for Chinglish
（一）Difference between Chinglish and English
English is a synthetic-analytic language characterized by frequent and systematic use of inflected forms to express grammatical relationships. While Chinese is an analytic language with function words and auxiliary verbs to express syntactic relationships.
（二） Inadequate exposure to authentic English
Inadequate exposure to authentic English results in improper word choice, improper collocation, improper rhetorical expression and inflexibility in expression.
（三）Chinese thinking mode
Chinese thinking mode is another factor for Chinese people in producing Chinglish. For instance:
Wrong: Playing computer games has addition.
Right: Computer game playing is addictive.
四、Solutions to Chinglish
（一）Bilingual competence
Bilingual competence is a step to reduce Chinglish. Take the greeting “Have you eaten?” as example, the core of this question is to say hello. If a Chinese speaker understands this, he may not reach for an English way of putting it.
（二） Contrastive analysis
The hidden reasons for Chinglish can be found by a contrastive analysis. Robert Lado’s book Linguistic Across Culture presented a large quantity of data and stated the importance of contrastive analysis. As Chinese and Western thinking modes are different, the interference of the Chinese thinking mode prevails Chinglish at all levels including lexicon, syntax and culture.
五、 Conclusion
This study mainly probes the manifestations, main reasons and solution to Chinglish. The more frequent the cultural exchanges are the more Chinglish will follow. Therefore, it’s necessary to reveal the main causes of Chinglish to reduce it before it causes barrier in communication between Chinese and English-speakers.
References：
[1]Cannon, G. Chinese Borrowings in English [J].American Speech, 63:1-12, 1988.
[2]Corder,S.P.Error Analysis and Interlanguage. London: Oxford University, 1981.
[3]Du Ruiqing & Jiang Yajun. China English in the past 20 years [J].Foreign Language Teaching and Research, 2001.
[4]Ellis, R. Understanding Second Language Acquisition. Oxford: Oxford UniversityPress, 1994.
[5]Liu Weizhong. Research into Causes of Chinglish [J].Journal of Jilin Province Economic Management Cadre College 18(5):62-63, 2004. （編辑郑云东）
Key wordsEnglish Chinglish
一、Introduction
At present, as English gradually becomes an international language, more and more Chinese people begin to learn English. Due to the influence and disturbance of Chinese, they will undoubtedly create distorted English, not in accordance with authentic English. This kind of English is generally called Chinglish (Liu Wenzhong, 1993/4).
二、Manifestations of Chinglish
（一） At phonetic level
At phonetic level, the author intends to describe Chinglish at levels of speech sounds and syllables.
1.Speech sounds
（1）Substitution of [t, s] for [θ], [d, z] for [δ]
Some Chinese learners of English pronounce “this” as “[dis]”. The mispronunciation is caused by the fact that there are no such phonemes as [θ] and [δ] in Chinese. Therefore, some Chinese speakers just use the nearest equivalent phonemes [t, d] or [s, z] to replace [θ] and [δ].
（2）Confusion of [n] and [l]
Some Chinese learners, especially those from Hunan, Hubei, Fujian and Anhui provinces, may have difficulty in distinguishing between [n] and [l]. They have a tendency to replace [n] with [l] or [l] with [n].
（3） Vowels after certain consonants
Chinese consonants are combined with vowels while English ones are not. So plosive consonants [p,b,t,k,g] are articulated as: p-o，b-o, t-e, d-e，k-e，g-e, which is another form of Chinglish.
2.Syllables
（1）Difficulty with Consonant Cluster
In English, The combination of consonant cluster may be represented as CCCVCCCC. Many Chinese students have difficulty in pronouncing consonant clusters. For example, they put the vowel [u] after [p] and [b].
（2）Difficulty with nasal plosion
For Chinese English learners, they may have more difficulty in pronouncing “nasal plosion” in English, such as [tn] and [dn].However, in Chinese syllables there is no such “nasal plosion” often habitually pronounced as [tən] and [dən] respectively.
（二）At lexical level
1.Redundancy
Redundancy is using more words than necessary or repetition of words or phrases with similar meanings. Take the example of “desk”; Chinese people would say “book desk” or “writing desk” instead.
2.Misuse of words
It’s necessary to pay attention to the use of English words. One of the big problems of people learning English is the misuse of words. For instance：
Wrong: I feel very painful in my right hand.
Correct: I feel great pain in my right hand.
3.Ignorance of the idiomatic English expression
Ignorance of the idiomatic English expressions also results in Chinglish. For Chinese speakers, they first think in Chinese and then translate it in English. As a result, the words or expressions appear ridiculous to native speakers.
（三）At syntactic level
Syntax is a subfield of linguistic that studies the sentence structure of language. It is the rules of grammar that are used for ordering and connecting words in a sentence. Chinglish at this level also runs riot.
三、Basic reasons for Chinglish
（一）Difference between Chinglish and English
English is a synthetic-analytic language characterized by frequent and systematic use of inflected forms to express grammatical relationships. While Chinese is an analytic language with function words and auxiliary verbs to express syntactic relationships.
（二） Inadequate exposure to authentic English
Inadequate exposure to authentic English results in improper word choice, improper collocation, improper rhetorical expression and inflexibility in expression.
（三）Chinese thinking mode
Chinese thinking mode is another factor for Chinese people in producing Chinglish. For instance:
Wrong: Playing computer games has addition.
Right: Computer game playing is addictive.
四、Solutions to Chinglish
（一）Bilingual competence
Bilingual competence is a step to reduce Chinglish. Take the greeting “Have you eaten?” as example, the core of this question is to say hello. If a Chinese speaker understands this, he may not reach for an English way of putting it.
（二） Contrastive analysis
The hidden reasons for Chinglish can be found by a contrastive analysis. Robert Lado’s book Linguistic Across Culture presented a large quantity of data and stated the importance of contrastive analysis. As Chinese and Western thinking modes are different, the interference of the Chinese thinking mode prevails Chinglish at all levels including lexicon, syntax and culture.
五、 Conclusion
This study mainly probes the manifestations, main reasons and solution to Chinglish. The more frequent the cultural exchanges are the more Chinglish will follow. Therefore, it’s necessary to reveal the main causes of Chinglish to reduce it before it causes barrier in communication between Chinese and English-speakers.
References：
[1]Cannon, G. Chinese Borrowings in English [J].American Speech, 63:1-12, 1988.
[2]Corder,S.P.Error Analysis and Interlanguage. London: Oxford University, 1981.
[3]Du Ruiqing & Jiang Yajun. China English in the past 20 years [J].Foreign Language Teaching and Research, 2001.
[4]Ellis, R. Understanding Second Language Acquisition. Oxford: Oxford UniversityPress, 1994.
[5]Liu Weizhong. Research into Causes of Chinglish [J].Journal of Jilin Province Economic Management Cadre College 18(5):62-63, 2004. （編辑郑云东）