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2 Subjects .....31
3.3 Instruments .....32
3.4 Research procedures of data collection.......37
Chapter 4 Results and Discussion....40
4.1 Results of text analysis.......40
4.1.1 Chinglish at lexical level .......42
4.1.2 Chinglish at syntactic level ........46
4.1.3 Chinglish at discourse level........52
4.1.4 Chinglish at idiomatic level........56
4.1.5 Chinglish at rhetorical level .......57
4.2 Results of questionnaire .....58
4.3 Results of interview.......65
4.4 Discussion ......67
Chapter 5 Conclusion....74
5.1 Major Findings of the study ....74
5.2 Implications for college English teaching and learning .......76
5.2.1 Implications for college English teaching......76
5.2.2 Implications for college English learning ......80
5.3 Limitations of the study......83
5.4 Suggestions for further study .......83

Chapter 4 Results and Discussion

4.1 Results of text analysis
According to James (2001) and Zhang & Zhang (2005), the classification ofChinglish is classified in the following aspects: lexicon, syntax, discourse, idiomaticexpressions, and rhetorical expressions. On the basis of the collection of writingssampled from corpus, the identification of the errors and the statistics of the errorsby the software PatCount, the following tables are made. The frequency andproportion of Chinglish in the English timed writings of non-English majors at fivelevels is shown in Table 4.1. The frequency and proportion of Chinglish in theEnglish timed writings of non-English majors of each sub-category is shown inTable 4.2. This chapter describes the results and the findings of the research. First, theauthor makes statistical results of Chinglish in the English timed writings. And then,the author makes statistical results of the questionnaire of non-English majors. Afterthat, the author states the results of the interview. Lastly, the author discusses boththe subjective and objective causes of Chinglish in the English timed writings ofnon-English majors.

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Conclusion

Under the guidance of theoretical foundation, this study analyzes Chinglish inthe English timed writings of non-English majors. Based on the study and analysisin the previous chapters, this part summarizes the main results of the study asfollows: Chinglish is a big problem in the English timed writings of non-English majors.It exists at 5 different levels of non-English majors’ compositions, i.e. lexical,syntactic, discourse, idiomatic and rhetorical level. Chinglish at lexical levelaccounts for the most proportion of the total and next comes syntactic level.Moreover, rhetorical level accounts for the smallest proportion. The causes of Chinglish are various. In this study, the subjective causes ofChinglish include negative transfer from Chinese, influence of Chinese thinkingmode, ignorance of the difference between English and Chinese culture andimproper English learning habits. when non-English majors write Englishcompositions, they often do not know how to express in English. Thus, they maymore or less use English words in the way they use words of their mother tonguewithout consideration of the use of English language rules. Therefore, it can be seenthat negative transfer from Chines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。