The Advent of Chinglish and Ways to Improve Language Teaching in China
Admin - Dec 26 2015
While China remains a good career destination for native English speakers planning to teach English abroad, it also poses a slew of challenges that might intimidate novice ESL or EFL practitioners. On top of travel and immigration hurdles, the language classroom itself constitutes a challenging environment, according to veteran educators who have first-hand knowledge of the field.
While Chinese students are eager to learn, there are reports of language learners committing the same mistakes repeatedly. This is primarily because many learners tend to apply the linguistic rules of Chinese to express themselves in a second or foreign language even when the rules do not apply. This transference of the Mandarin syntax to a second language often results to a poor variant of English, which is affectionately or disparagingly called Chinglish.
Key Differences Between Mandarin and English Grammar
Academics refer to the unwanted outcomes of this transference as language interference errors. These errors primarily arise from the phonological and structural variance between two languages. If the variance is considerable, the learning difficulty is likely to be considerable as well. In the case of Mandarin and English, the differences are sky-high, leading to grammatical confusion in terms of gender, pronoun use and other linguistic elements.
For example, Chinese learners alternatively misuse the pronouns he, she, him, and her in different contexts. This is because Mandarin implements gender-neutral pronouns.
Another case of syntactic non-concordance is the how verbs in Mandarin are commonly encountered and used at the latter part of sentences. In contrast, English verbs are often located in the middle.
Another major variance is the concept of plurality. In Mandarin, plurality is indicated using counting words while an “s” is usually appended to nouns to signify plurality in English. This difference results to Chinese learners repeatedly not placing an “s” to obviously plural nouns or subjects.
In Mandarin, a specific time frame is often used in sentences, which results to unwieldly English translations like “I last night drink tea.”
Definite articles are not used in Mandarin, causing students to misuse English articles in sentences such as “My teacher come from the New York.”
English language educators in China consider the use of nouns, adjectives and adverbs as the most error-ridden area in the learning of English in the country. For one thing, suffixes are not used in Manadarin nouns, adjectives and adverbs as they are extensively in English. For example, the Mandarin word for “happy” can be used as a noun, adverb or adjective in Chinese without changing its form. This results to grammatically incorrect sentences in English like “She dance wonderful.” instead of “She dances wonderfully.”
Future Learning Improvement
As things stand, the teaching of English in China primarily focus on developing speaking skills, leading to a minimal coverage of grammatical rules. This results to students not having an adequate background on English grammar, using instead the rules they have learned for Mandarin.
A good starting point to address the problem is to clarify the major differences between the two languages at the very start. This knowledge will form a foundational platform upon which learners can expand their English skills without falling into the trap of misappropriating Mandarin grammar into English.
According to one research, the most crucial improvement necessary in reforming how English is taught in Chinese schools is the simultaneous enhancement of students’ speaking and writing abilities. This requires the introduction of a new generation of textbooks and learning aids that will help improve the communicative abilities of students in English.
Total ESL is a great resource for those looking to teach English around the world. Find everything you need to start your new adventure teaching abroad! The many acronyms and abbreviations used in the field of English teaching and learning may be confusing so here is a helpful guide: English as a Second Language (ESL) | Teaching English as a Second Language (TESL) | English as a Foreign Language (EFL) | Teaching English as a Foreign Language (TEFL) | English as an Additional Language (EAL) | English for Speakers of Other Languages (ESOL) | Teaching English to Speakers of Other Languages (TESOL) | English Language Teaching (ELT) | English Language Learning (ELL) | Computer Assisted Language Learning (CALL) | Test of English as a Foreign Language (TOEFL) | Test of English for International Communication (TOEIC)
Content and language integrated learning, more commonly known as CLIL, is a term coined in 1994 and originally defined as a set of educational methods which aim at teaching a subject in a foreign language, thus bearing a dual focus: learning the contents of a subject and a foreign la