A Corpus-Based Study on China English in the English Translation of Tao Te Ching

This study aims to examine the features of China English in the translation of Chinese classics by comparing two versions of Tao Te Ching based on corpus data. Of the two English versions, one was translated by a well-known Chinese translator—Xu Yuanchong, and the other was translated by an American sinologist—Arthur Waley. This study found that Xu’s translation indicates more features of China English compared with Waley’s translation according to three major aspects. First, Xu’s translation is more concise, employing fewer words to translate Tao Te Ching. Second, Xu’s version features fewer clauses and more clear sentences. Third, the paratactic nature of China English is reflected in Xu’s translation, which has more content words and less cohesiveness. This study reveals the characteristics of China English in translation texts and partly fills the research gaps regarding the quantitative research in this field.

Practicing Communicative Language Teaching Approach of English Grammar Teaching: Teachers’ Perspectives in China Colleges

The communicative language teaching (CLT) approach has been extensively used in English teaching in recent decades. Many scholars have investigated CLT and English teaching from various perspectives, but few have examined teachers’ attitudes towards the CLT approach and its usage in English grammar teaching. This study aimed to investigate the rationale, the teaching effects and suggestions of English teachers in using CLT in English grammar teaching in China colleges. A qualitative research method was adopted and data was collected through an open-response questionnaire from 13 English teachers of 6 universities in China. The analysis of the data collected revealed that most of the China English teachers used CLT. Their rationale for using it are summarized in this study. The results show that CLT positively affects China college students’ English grammar learning despite some limitations, especially in cultivating their communicative competence, motivating their study interests, and modifying the classroom atmosphere, which also helps build students’ confidence. Moreover, most of the participants recommended using CLT to conduct English grammar teaching, and eight suggestions were presented to help English teachers conduct the CLT approach to grammar teaching. This study could prove a good reference for teachers who would like to teach English grammar under the CLT approach and enhance their understanding of CLT.

A Corpus-Based Study on Construction of “Anger Adjectives + Prepositions” in World Englishes

Anger as one of the basic emotions has attracted much attention. In the construction of “Anger adjectives + prepositions”, the temporal duration of the Anger adjectives is closely related to their prepositional collocates. Differences in the use of the Anger adjectives and their prepositional collocates might be captured in the world English varieties. The corpora used in this study cover eight varieties of English. The five varieties of English used in Canada, Philippines, Singapore, India and Nigeria are from the International Corpus of English (ICE). The China English corpus (ChiE) consists of news texts crawled from six Chinese English media. American English is taken from the Corpus of Contemporary American English (COCA) and British English is taken from British National Corpus (BNC). By investigating the use of the Anger adjectives and their prepositional collocates in the eight varieties of English, this paper finds that, on the continuums of the temporal duration of Anger adjectives, most varieties of English are closer to American English, whereas only Singapore English is close to British English. The distribution of Anger adjectives in the English varieties is largely in accordance with the Concentric Circles of world Englishes whereas the continuums of the temporal duration of emotions present a new insight into their relations.

“How Is My English?”: Chinese University Students’ Attitudes Toward China English and Their Identity Construction

Due to the spread of the English language in various domains and the fact that English is used as a global language, researchers and educators have started to rethink the models and aims of English language teaching in different settings. From the World Englishes (WE) perspective, this study investigated the attitudes of Chinese university students toward the localized variety of “China English,” as well as the students’ identity construction and negotiation during their English language learning journey. Data were collected through a questionnaire completed by 190 respondents and interviews conducted with 20 participants. The findings revealed the students’ positive attitudes toward China English and non-conformity to English as a native language (ENL). This further reflected the communicative function of English and the students’ interest in forming a Chinese cultural identity. However, the students also showed self-contradictory attitudes toward China English, as most did not want to be clearly identified as Chinese when using English. The data revealed some important reasons for this attitudinal conflict, including the belief that ENL is the standard form of English, as well as the students’ desire to develop an identity as competent second language learners of English. The findings suggest the importance of increasing awareness of the global spread of English and reforming English curricula and assessment in contexts where local varieties of English are emerging.

Common Problems in English Pronunciation Among Chinese Learners and Teaching Implications

In the process of learning any languages, pronunciation is an important part of language acquisition because pronunciation may influence a listener’s comprehension of one’s expression. An example is the classical mistake of pronouncing “sink” and “think.” Because Germans cannot pronounce /s/, the rescue worker cannot understand why a man who is “thinking” needs help. In China, English learners are also facing the problems of pronunciation. Gimson, a famous professor of linguistics in Britain, pointed out that when learning a language, one should understand 50%-90% of its grammar and 1% of its vocabulary, but it is necessary to fully master the pronunciation, thus highlighting the importance of pronunciation.[1] However, pronunciation is a difficult part of a second language acquisition. This article analyzes the problems of pronunciation and discuss some methods on how to resolve them.

An Analysis of Chinese English Varieties from the Perspective of Eco-linguistics——A Case Study of Pidgin English

This paper focuses on the nativization of English in China, using Pidgin English as a case study to put Chinese English variants under the theoretical framework of eco-linguistics, and put the ecological environment such as species competition, coexistence and co-evolution, etc. The natural phenomenon is compared with the existence of language phenomenon in the development process of China English represented by Pidgin English.The study found that as the spark of the collision of the two mainstream languages of Chinese and English, the Chinese English varieties play a very important role in the exchange and enrichment of the two languages and cultures. Although academic circles have different attitudes and opinions on Chinese English variants, their existence and development conform to the law of the development of things and are also inevitable in historical development. Blindly ignoring their objective existence will definitely bring adverse effects on the ecological balance of the language. We should face up to the existence of Chinese English variants, comply with the law of language development, and allow it to develop naturally, and make efforts to protect the ecological balance of the world’s languages.