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Chapter One Introduction

1.1 Motivation of the Present Study
As is mentioned above, previous studies have done thorough examinations on themanifestation of Chinglish and explorations into the cause of Chinglish. However, few ofthem pay attention to the nature of Chinglish errors conceptual influence from learners'mother tongue. Take the Chinglish expression “it is a big rain” as example. Chinglish error is a misuse of adjective “big” in that idiomatic English should be “it is raining heavily". Thedifferent choice of words reveals the conceptual difference between Chinese and English:Chinese measures rain and snow through volume while English through weight. Suchconceptual difference can be detected through extracting conceptual metaphor from them.From this example it is obvious that in spite of using correct English spelling and abiding byEnglish grammatical rules, Chinese English-learners still conceptualize the world in Chineseconceptual system，thus produced Chinglish.Inspired by this example, the author attempts to review Chinglish errors with help ofcognitive approach—conceptual metaphor theory.The author's conjecture has found its proof from three aspects in previous studies.Firstly, 2008 witnessed the publication of an article entitled On the Feasibility of CorrectingChinglish Errors with Cognitive Approaches in Fudan Forum on Foreign Language andLiterature. The article demonstrated the feasibility of conceptual metaphor theory andcognitive context theory in correcting Chinglish errors. It points out that Chinglish stemsfrom Chinese English-learners' imposing Chinese conceptual system on their Englishexpressions, causing the inconsistency between meaning and linguistic form. Furthermore，the feasibility of cognitive approaches in correcting Chinglish errors is demonstrated.Systematicity of conceptual metaphor endows conceptual metaphor with advantage overprevious Chinglish solutions. (Zhou, 2008: 136) However, other than expounding thefeasibility, Zhou's study did not specify a method on how to analyze and correct Chinglisherrors.
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1.2 Objectives, Significance and Creativity of the thesis
As is mentioned earlier, the present study aims to collect more evidence to attest to thefeasibility and capability of conceptual metaphor in analyzing and correcting Chinglisherrors. To be specific, the objective of the study is two-fold: Verifying the capability of conceptual metaphor theory in analyzing and correctingChinglish errors. Except for the characteristics of conceptual metaphor that allow it tosystematically analyze and correct Chinglish errors, the present study will substantiateZhou's arguments with more evidence. Two results of other studies will be collected to attestto the point:a. Previous studies on cross-linguistic transfer of metaphor shows that conceptualdifference between Chinese and English is the main reason of Chinglish errors; (Zhou. 2008)b. Danesi's proposal of conceptual fluency shows the result that learners' good masteryof L2 conceptual metaphor will significantly add to the “conceptual richness thatcharacterizes the native speaker discourse,，.（Danesi, 1995: 3) It is obvious that Chinglish is atypical phenomenon where Chinese English-learners lack the conceptual richness in theirautonomous discourse.
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Chapter Two Conceptual Metaphor and Chinglish

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