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live in Fujian Xiamen Tongan.
To correct this kind of students' grammar mistake, teachers should teach them the cultural differences between Chinese and English. Let's take as simple example as the addressing of envelopes. Start with the smallest item. Move on to the larger divisions. This reflects American value, Americans think pattern from small to large. Americans tend to move from the specific and small to the general and large. We have just seen an example of this in the fact that they progress from personal and local issues to the state and finally to the nation-not the other way around. While, in most Asian countries such as Japan, India and China, people usually mark the address from generality to specification. They hold the culture value of thinking from large to small. Under this lifetime patterns of thought, Chinese frequently emphasize theory, philosophy, or universality without a single concrete fact. Obviously, different structures between two languages hinder students from learning the target language and performing cross-cultural communication.
English is hypotactic and Chinese is paratactic. We understand this distinction between English and Chinese, we have generally held the macro characters of the two languages. Knowing this, we can easily understand why English people like to use the "S+V+O" structure and why Chinese often make no-subject sentences. It shows that Chinese sentences are constructed in accordance with the meaning, while English sentences are constructed according to the form. Judging by the implied meaning, we can understand who take the action in a Chinese sentence. But in English, the subject (or actor) has to be showed in the sentence to form the structure frame. For example:
(1)快点，要迟到了!
(2) Hurry up! Or you will be late!
In (1), without the subject the interlocutors can understand whom they are mentioning.
In (2), "you" has to be used to complete the grammatical framework to make meaning perfect.
A typical case is the wide usages of "it" in English. In these sentence such as "it's a long distance", "it's kind of you to help me", and "it was said he had gone to Shanghai" the meaning of "it" is empty, but it is still needed to complete the form. Furthermore, in the hypotactic grammatical structures, connectives or connective adverbs are often used to make the meaning, while in paratactic ones, simple sentences are used. In the two example below, "unless" and "but" are used to complete the form of the sentences. For example:
(1)人不犯我，我不犯人。
We will not attack unless we are attacked.
(2)说是说了，没有结果。
I’ve made proposals, but they proved futile.
Different grammatical structures reflect different thinking styles. When we are teaching English grammar, we are actually teaching students the western thought styles, and other cultural values.
4.1.3 Culture-Introduction through Reading
When choosing teaching materials, there is much culture knowledge in its texts. They are concerned about English or Chinese cultures such as festivals and customs. According to the culture-introduction approach, what teachers should do is to supplement each text with related extra materials rather than only teach the language points. For example, when teaching the text “My Family” teachers have to introduce the ideas of family in the western count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。