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In Chapter 1, the author presented the background of the research, the significanceand the organization of the thesis. And in this chapter, the author will introduce sometheories which are related to the research, including contrastive analysis, interlanguageand error analysis.

2.1 Contrastive Analysis
Contrastive analysis had played a very important role in the second languageteaching process. Nowadays, many teachers still use it to guide their teaching.It is known that a large proportion of the errors are commonly related to thelearner's native language. For example, Chinese learners often confuse the words"borrow" and “lend，，. There is more evidence to show that the learner's native languagehas a deep influence on the second language learning process. The study that focuses onthe evidences which show the differences between the native language and the targetlanguage is called Contrastive Analysis. Its theoretical basis is the behavioristicpsychology. And structural linguistics is the model of contrastive analysis. It has grownto be a major concern of applied linguistics. In 1960s，Robert Lado published a bookcalled Linguistic Across Culture (1957). In the book, he gave a lot of evidences and dataand stated the importance of contrastive analysis. Lado and his followers think languagelearners often transfer the features of the native language to the second language. If thestructures of the two languages are similar, the learners may get positive transfer orfacilitation. If the structures of the two languages are much different, the learners mayget negative transfer or interference. And the negative transfer may result in errors.People once think through the contrastive analysis of the native language and the targetlanguage, we can predict the potential errors that we would make and infer the negativetransfer of the learner. By doing this, we can emphasize the important points in order toavoid or reduce the errors. Therefore, contrastive analysis was popular in 1960s.
However, with the development of transformational-generative linguistics andresearchers did deeper researches on the second language acquisition. Then they beganto doubt contrastive analysis. More and more criticisms came out. Some researchersinvestigated and analyzed the errors made by different learners. They found that only a small part of the errors are caused by their native language. By contrastive analysis, theycould predict a few kinds of errors. On the other hand，some errors which werepredicted didn't come out in the actual learning process. And there are many differencesbetween different grammatical systems, so people cannot establish a classified systemwhich can fit all the languages. If there is no common category between languages, wecan't do the contrastive analysis effectively. Therefore，at the end of 1960s，anothertheory on analyzing errors had become acceptable and popular. It is error analysis.

Chapter 3 Defining China English and Chinglish......... 43-61
    3.1. Introduction......... 43
    3.2 Definition of China English......... 43-51
        3.2.1 Definitions in previous literature......... 43-48
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