英语论文网

he end of 2006，there are a total of 337 scientific research papers onChina English that can be retrieved in various academic journals; more than 300researchers have published their research results. The language education workers bothhome and abroad, pay great effort in the study of this field. They have laid a solidtheoretical basis in the way of China English's integration into the world and markingChinese culture going global.

1.2 Historical development
At first, China English has not been clearly defined; words like China English,Chinglish and Chinese-colored English are all used to describe this languagephenomenon. Similar words can be found in the book review of Chen Yousong —TheBook Review of “The Analysis of Chinese Students' English Typical Errors" that ispublished in the first issue of the Foreign Language Teaching and Research in 1965.The word "Chinese-colored English” is put forward as students' mistakes in theirlearning process for the first time in that book and corrective measures are also putforward.In the early 1980s, in Hertz C. K. Ke，s Brief Introduction in Chinese-EnglishTranslation, one of the subtitles is Chinese English and China English, He pointed out:“English is the language of English-speaking nation. People in any other nationsspeaking English should obey the habits of this nation. However, each nation has itsown uniqueness. Take China for example, Chinese characteristics always exist inspeaking or writing English whenever in old-China or in new-China." He offers someexamples such as “Four Books", “Five Classics", “the four modernizations", etc. Hethinks, all these English translation，are not Chinese English or Chinglish, but ChinaEnglish. When English people hear or read these words, they maybe don't understandthem for a while，but once these words being explained, it will not be difficult for themto understand. Ke's article opened for us a new perspective of understanding ChinaEnglish.

2 The related theories

2.1 The Inter-language Theory
Inter-language is a transition between two languages, and it is temporary,target-language-relevant knowledge that second language learners formed.Inter-language includes both features of the second language and learners' first language,as well as some independent characteristics can't be found in the first and the secondlanguage. According to Se linker's Inter-language Hypothesis, learners always use aninter-language in the course of their second language learning. Inter-language isbetween mother tongue and the second language; it is a kind of non-arbitrary languagethat follow certain language rules. Thus it can be seen that inter-language has thefollowing features: systematicness, variability，and transitivity. There is a very importantconcept in inter-language theory—fossilization. Even with the passage of time, thesecond language being input continuously, before second language learners achieve thecriteria of the target language，the development of inter-language will stop in some ways.Fossilization is related to the second language learners' age and at the same time toother factors, such as communication needs and social identity. According to thedefinition and characteristics of inter-language, Chinese English and some part of ChinaEnglish is precisely the research object of inter-language. But still controversy exists inthe concept of inter-language itself. For本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。