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1. The main causes of Chinglish problems in College students
Chinglish is a common phenomenon in college students’ English writing， and the main reason is the negative transfer of their mother tongue. Language transfer is a cross-linguistic influence caused by the similarities and differences between the languages learned by non-native speakers and other languages that they fully master. The most obvious is the influence of the mother tongue on the target language. When the mother tongue can promote the learning of the target language， it is called the positive transfer of the mother tongue， and the mother tongue has more interference with our expectation of learning the target language， so it is called the negative transfer of the mother tongue. Culture is the root of language， and cultural differences are the main reasons for negative transfer of mother tongue.
2. Countermeasures against Chinglish problems of College students
2.1 Enhancement of vocabulary learning and application
As a comprehensive analytical language， English usually uses inflectional words to express the changes of tense and quantity， and it is highly dependent on word order. However， the meaning of Chinese is expressed through function words and word order， which requires students to learn and use English vocabulary in order to improve the ability of English expression. Some pragmatic tasks include exploring the basic meaning and usage of the words to be learned and using target words to construct sentences. In addition， teachers should also use examination and other methods to evaluate students’ mastery of certain words， and strengthen the interpretation of words not mastered by students， in order to correct and correct the improper use of these words in time.
2.2 Comparative learning between English and Chinese
In English teaching， English-Chinese contrastive learning is also an effective way to eliminate the negative transfer of students’ mother tongue. One of the main causes of Chinglish problems in the formation of English compositions is that Chinese college students are not good at applying grammatical rules or even can not understand them clearly. In view of this phenomenon， English teachers can use English-Chinese contrastive teaching to improve students’ understanding of grammar. The specific methods are as follows： the teacher writes the English and Chinese sentences with the same meaning on the blackboard and analyzes the similarities and differences of the composition of the two sentences so that the students can understand the differences in English and Chinese grammar and expression more clearly and better. 2.3 Learning through the Internet
Today， social information is highly developed， the Internet has been everywhere. In order to strengthen the students’ English thinking and writing ability and enhance the students’ interactive learning and discussion ability， the information teaching methods such as online micro-classroom and innovative classroom are adopted. When choosing micro-courses， teachers can choose articles with typical English thinking style or articles aimed at introducing western customs and habits. Through the study of these articles， students can learn more about the western way of thinking and express themselves more freely and successfully in English.
2.4 Learning through real context
In the past， in English teaching， teachers usually occupied a dominant position in the classroom. In general， the improvement of students’ listening， reading and writing abilities has aroused widespread concern in teaching practice， but the improvement of oral English has made students lose the opportunity of typical western thinking mode. Therefore， we should change the present situation， take the students as the main body of the classroom and attach importance to the practice of English communication. For example， in the classroom dialogue training， the teacher selects the appropriate dialogue topic according to the teaching content， and invites two students randomly to have the English dialogue. In this process， whether grammatical or other problems， there may be some problems. Teachers should seize the opportunity to correct the improper use of certain words and give examples of acceptable expressions in English.
3. Conclusion
With the further development of Chinese economy and the deepening of communication with the world， college students’ English proficiency is higher than ever before. Through the adoption of the above four major measures， we are confident that the incidence of negative effects caused by mother tongue will be reduced to zero days in the future English writing teaching.
【作者簡介】周子杰，天津外国语大学英语学院翻译系。
Chinglish is a common phenomenon in college students’ English writing， and the main reason is the negative transfer of their mother tongue. Language transfer is a cross-linguistic influence caused by the similarities and differences between the languages learned by non-native speakers and other languages that they fully master. The most obvious is the influence of the mother tongue on the target language. When the mother tongue can promote the learning of the target language， it is called the positive transfer of the mother tongue， and the mother tongue has more interference with our expectation of learning the target language， so it is called the negative transfer of the mother tongue. Culture is the root of language， and cultural differences are the main reasons for negative transfer of mother tongue.
2. Countermeasures against Chinglish problems of College students
2.1 Enhancement of vocabulary learning and application
As a comprehensive analytical language， English usually uses inflectional words to express the changes of tense and quantity， and it is highly dependent on word order. However， the meaning of Chinese is expressed through function words and word order， which requires students to learn and use English vocabulary in order to improve the ability of English expression. Some pragmatic tasks include exploring the basic meaning and usage of the words to be learned and using target words to construct sentences. In addition， teachers should also use examination and other methods to evaluate students’ mastery of certain words， and strengthen the interpretation of words not mastered by students， in order to correct and correct the improper use of these words in time.
2.2 Comparative learning between English and Chinese
In English teaching， English-Chinese contrastive learning is also an effective way to eliminate the negative transfer of students’ mother tongue. One of the main causes of Chinglish problems in the formation of English compositions is that Chinese college students are not good at applying grammatical rules or even can not understand them clearly. In view of this phenomenon， English teachers can use English-Chinese contrastive teaching to improve students’ understanding of grammar. The specific methods are as follows： the teacher writes the English and Chinese sentences with the same meaning on the blackboard and analyzes the similarities and differences of the composition of the two sentences so that the students can understand the differences in English and Chinese grammar and expression more clearly and better. 2.3 Learning through the Internet
Today， social information is highly developed， the Internet has been everywhere. In order to strengthen the students’ English thinking and writing ability and enhance the students’ interactive learning and discussion ability， the information teaching methods such as online micro-classroom and innovative classroom are adopted. When choosing micro-courses， teachers can choose articles with typical English thinking style or articles aimed at introducing western customs and habits. Through the study of these articles， students can learn more about the western way of thinking and express themselves more freely and successfully in English.
2.4 Learning through real context
In the past， in English teaching， teachers usually occupied a dominant position in the classroom. In general， the improvement of students’ listening， reading and writing abilities has aroused widespread concern in teaching practice， but the improvement of oral English has made students lose the opportunity of typical western thinking mode. Therefore， we should change the present situation， take the students as the main body of the classroom and attach importance to the practice of English communication. For example， in the classroom dialogue training， the teacher selects the appropriate dialogue topic according to the teaching content， and invites two students randomly to have the English dialogue. In this process， whether grammatical or other problems， there may be some problems. Teachers should seize the opportunity to correct the improper use of certain words and give examples of acceptable expressions in English.
3. Conclusion
With the further development of Chinese economy and the deepening of communication with the world， college students’ English proficiency is higher than ever before. Through the adoption of the above four major measures， we are confident that the incidence of negative effects caused by mother tongue will be reduced to zero days in the future English writing teaching.
【作者簡介】周子杰，天津外国语大学英语学院翻译系。