本科毕业设计-母语负迁移在汉英翻译中的影响

PAGEi摘要英汉双语隶属于不同语系,，且在各方面存在极大不同。随着现今国内对翻译的逐步重视，英语言研究者将重点放在语言迁移方面。语言迁移可分为正迁移和负迁移。正迁移指的是母语和目的语的相同之处，且对目的语学习的促进作用。而负迁移则是，母语和目标语的不同之处，且对目标语学习进行干扰。在此情况下，译者在翻译过程中会受到母语影响。在翻译习作中，母语迁移显现尤为突出。本文主要分三个层次对汉英翻译中的母语负迁移现象进行探讨。关键词：负迁移;汉英翻译;干扰TableofContentsAbstract i摘要 ii1.Introduction 12.LiteratureReview 22.1Languagetransferstudiesabroad 22.2LanguagetransferstudiesinChina 23.NegativeTransferinLexicon 33.1DifferenceinwordstructurebetweenChineseandEnglish 33.1.1ConstitutionofChineseatthelexicallevel 33.1.2IntegrityofEnglishatthelexicallevel 34.NegativeTransferinSyntax 54.1SentenceStructure 54.1.1Integralityofthestructureofasimplesentence 54.1.2Connectionandcohesioninthestructureofacomplexsentence 64.2Thetensesoffiniteverbs 74.3Theformsofnon-finiteverbs 74.4Thepluralofnouns 85.NegativeTransferinDiscourse 95.1Therestructuringofsyntax 95.2Restructuringofsyntacticorder 96.Strategies 116.1Suggestionsforteachers 116.2Suggestionsforlearners 117.Conclusion 12References 13Acknowledgements 14PAGE12 1.IntroductionWhenitcomestoforeignlanguagestudy,wecanoftennoticetheinfluenceofourmothertongue.ItiseasytofindthatwhenaChinesestudentspeaksEnglish,hisorherEnglishsoundslikeChinese.Therefore,theinfluenceofmothertonguecalledlanguagetransferalsohaveaneffectondifferentlevelsoftheotherlanguage,suchasphonetics,phonology,semantics,discourseandsyntax.Languagetransferoriginatedfrompsychology,whichmaybeeitherpositiveornegative.Positivetransferisthefacilitationbythemothertonguethroughsimilaritiesbetweenthemothertongueandthetargetlanguage;andnegativetransferisinterferencebythemothertongue,resultingfromthedissimilaritiesbetweenthemothertongueandthetargetlanguage.Recently,languagetransferstudy,especiallystudyonnegativetransfer,playsanimportantroleinthefieldoflinguisticsinChina.NegativetransferofmothertonguealsoprevailsinChinese-Englishtranslationpractice.Scholarsoflinguisticshavefoundthatmostofthelinguisticerrorsinstudents’translationproductsareresultsoftheinfluenceofChineseandtheeffectofnegativetransferatdifferencelinguisticlevelssuchaslexicon,semantics,anddiscourse.Thisthesisconsistsofsevenchapters.ChapterOneintroducesthedefinitionandmanifestationoflanguagetransfer.Chaptertwoprovidesageneralreviewoftheissueandtheviewpointsoflinguistsathomeandabroad.ChapterThreeisconcernedwiththenegativetransferofmothertongueatthelexicallevel.BecauseoftheculturaldifferencebetweenChinaandtheWest,thereisabigdifferenceinwordstructurebetweentheirlanguages.ChapterFour,mainlydealswiththegrammaticalerrorsatthesyntacticlevelcausedbylanguagetransfer.ChapterFiveanalyzestheerrorsmadeinthetranslationatdiscourselevel.ChaptersixprovidessomestrategiesdrawnfromthestudyforbothEnglishlearnersandteachers.Thelastchapterdrawsaconclusion.

2.LiteratureReview2.1LanguagetransferstudiesabroadResearchonlanguagetransferoriginatedinthe1940sand1950s.H.Ellisassumedthattransferis“thelearningofTaskAwillaffectthelearningofTaskB”.InthebookLanguageTransferinLanguageLearningbySelinkerandGass,thereareatleast17definitionsoflanguagetransfer.Odlinoffershis“workingdefinition”oftransferinthebookLanguageTransfer,whichrunsasfollows:Transferistheinfluenceresultingfromsimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviouslyacquired(andperhapsimperfectly)acquired.Behaviorismpredominatedinthefieldoflinguisticsinearlyresearch.Basedonthattheory,secondlanguageacquisition(SLA)isaresultoftheoldhabitsofthelearners’firstlanguageinterferingwiththenewhabitsofsecondlanguage.Withthistheory,Friesclaimsthegreatestcreditforcomparingandcontrastingthefirstandtargetlanguages,andasaresultcontrastiveanalysiswascreated.Theimportanceoftransferhasonceagainbeenacknowledgedrecently.Odlin(1989)commentsthatdespitethecounterarguments…thereisalargeandgrowingbodyofresearchthatindicatesthattransferisindeedaveryimportantfactorinsecondlanguageacquisition.(1989:4)Therearealotoffactorsthatprovedthephenomenonoflanguagetransferinthestudiesofscholarsweredefinedasstructuralfactorsandnon-structuralfactorsbyOdlin(1989)2.2LanguagetransferstudiesinChinaThestudyoflanguagetransfer,especiallynegativetransfer,hasbeenincreasingrecentlyinChina.ZhangDecong(1994)definesthenegativetransferofmothertongueasthemainfactorleadingtoerrorsonthepartofChinesestudentsinlearningasecondlanguagecausedbydifferentculturescontainedinChineseandEnglish.DaiWeidongandWangDong(2002)exploresomebasicproblemscausedbylanguagetransfer.LiHong(2002)investigatestheinfluenceofthemothertongueonChineselearners’learningofEnglishreflexivepronouns.LinguistshavediscoveredthatthenegativetransferofmothertongueexertsinfluenceonthetranslationpracticeofChinesestudents.ChenYunxiang(1997)suggeststhatthemisinterpretationoftheoriginallexiconiscausedbytheinfluenceofChineseatthelexicallevel.Empirically,LiaoFei(1998)andChenYuehong(1998)findssomeevidenceofsyntactictransfer,showingthefactthatthedifferencesinsyntacticstructurebetweenChineseandEnglishmayresultintheoccurrenceofnegativetransferofthemothertongue.Atthediscourselevel,thenegativetransferofthemothertonguemayresultinerrorsinorganizationalpattern,whichisillustratedinthestudyofChenBing(2003).

3.NegativeTransferinLexicon3.1DifferenceinwordstructurebetweenChineseandEnglishEnglishandChinesearetworemoteanddisconnectedlanguagesapartfromtheirdifferentwrittensystems.Theycannotalwayshaveone-to-onecorrespondencesbetweentheirlexicalsemantics.Asweallknow,thoseerrorsarecausedbythecomplexsystemofEnglishgrammaritself.Onetheotherhand,theyalsoresultfromthemothertongue’sinfluence.Forthesereasons,quitealotoflexicalerrorsincollegestudents’translationproductsarecausedbyEnglishgrammar.Nida(1993)pointsoutthat“ingeneraltherangeofdesignativemeaningofspecificvocabularyismuchmorelikelytobesimilarbetweenlanguages,whilethesemanticrangesofgenericvocabularyveryfrequentlydonotreadilycorrespond”.Forexample,inbothEnglishandChinesetherearesuchcorrespondingspecificwordsas“water”and“水”,“pine”and“松树”,“rabbit”and“兔子”,whichcanalwaysbetranslatedintoeachother,whilethegenericwords“thing”and“东西”donotreadilycorrespond:“他不是个好东西”cannotbetranslatedinto“Heisn’tagoodthing”,but“Heisawickedcreature”,andontheotherhand,“Thethingnowistoseethepresidentatonce”istranslatedinto“现在要做的事是立刻去见董事长”ratherthan“现在的东西是立刻去见董事长.”3.1.1ConstitutionofChineseatthelexicallevelAnalyticlanguage,alsocalledisolatinglanguage,isalinguistictypologycategory.Itisalanguagewithalowmorpheme-per-wordratio.Intheextremecaseofanisolatinglanguageoranalyticlanguage,wordsarecomposedofasinglemorpheme.Thisisdifferentfromsyntheticlanguages,wherewordsconsistofmultiplemorphemes.Thislinguisticclassificationislargelyindependentofmorpheme-usageclassificationssuchasfusional,agglutinative.Languagesaresaidto"lackmorphology"becausenoneofitswordshasaninternalcompositionalstructureinwordpieces,therefore,theywouldlackboundmorphemeslikeaffixes.Analyticlanguagesuseindependentwordswhilesyntheticlanguagestendtouseaffixesandinternalmodificationsofrootsforthesamepurpose.Chineseisatypicalanalyticlanguage,especiallyclassicalChinese.ComparingtheChineselexicontotheEnglishtranslation,errorsmaycausebyinsufficientknowledgeandone-onecorrespondencesthinking.Forexample,atthebeginningoflearningEnglish,learnersmaytranslate“钱包”into“moneybag”notpropernoun“purse”.What’smore,theyoftenuseincorrectwordintranslationpracticethatquotethegenderofwordsoutofthecontext.ItiseasytomaketheerrorsintranslationinusingtheChinesewayofthinking.3.1.2IntegrityofEnglishatthelexicallevelEnglishisanagglutinativelanguageingeneralwitheachwordhavingmorphologicalchangestofulfillthefunctionsofdifferentpartsofspeech;whileChineseisanisolatinglanguagewithoutanymorphologicalchanges.Forexample,nativeChinesepeopleoftenuse“不”toexplainthenegativemeaningofaword,suchas“不值”(worthless),“不喜欢”(unlike),“不好”（bad）.Therefore,therearemorethanthreewaystoshowthesamenegativemeaninginEnglish.Intheaboveexamples,“-less”issuffix,“un-”aprefix,and“bad”anindependentword.Negativetransferofthemothertongueusuallycauseserrorsatthelexicallevel.RedundancyerrorsaretheappearanceoftheunnecessarywordsintranslationproductsofChinesesecondlanguagelearners.Thatistosay,somewordshavenousefulfunctioninasentence,whichneedtobeeditedout.Intranslationpractice,toshowthenegativemeaningofaword“important”,nativespeakerschoosethecorrectprefix“un-”unconsciously;whileChineselearnersmayconfusethedifferencebetween“in-”,“un-”andothermorphemes.

4.NegativeTransferinSyntax4.1SentencestructureAllthelanguagesintheworldcanbedividedintwogroups:syntheticandanalytic.Chineseisatypicalanalyticlanguagewhichexpressesgrammaticalmeaningbywordorderandfunctionwordsratherthanmorphologicalchange.AndEnglishisbothsyntheticandanalytic.Inananalyticlanguage,wordsarenotmarkedbymorphologyshowingtheirroleinthesentence,wordordertendstocarryalotofimportance.Chinesealwaysusewordordertoshowsubject–objectrelationships.Accordingtostudies,whichsayMandarinChinese(ofallvarieties)isperhapsthebest-knownanalyticlanguage.Atthesyntacticallevel,Englishisalanguagewithmoreprepositionsandnouns,andChineseisonewithmoreverbs.Chinesehasnotanyinflectionalchangeofwordorchangeoftenseandmood;whileEnglishischaracterizedbyinflectionalchangetoexpressgrammaticalrelationships.ItshouldbenotedthatChineseandEnglishhavedifferentsentencestructuresrespectively.Chineseisatopic-prominentlanguage,wherewordorderusuallyfollowsaconceptualandtemporalsequence.IntheChinesewayofthinking,thesubjectsofactionandbehavioraremadebyhumanbeings,especiallyinclassicalChinese.Therefore,Chinesepeoplechooseapersonorcreatureasthesubjectofasentence.However,Englishhasastrictruleofsubject-predicatestructure,inwhichaninanimatesubjectwithananimateverbiswidelyused.Forthesereasons,negativetransferiseasilycausedintranslationpracticeforlanguagelearners,whichmostprominentlyoccursintense,voiceandmood.InChinese，mostsentencesareperiodicsentencesinwhichthemostimportantinformationlikejudgmentordeductionisusuallyputattheendofasentence.ButEnglishisdifferentfromChinese.MostEnglishsentencesareloosesentences，inwhichthesentencestressmayoccurattheverybeginning.4.1.1IntegralityofthestructureofasimplesentenceBasedonthestudiesoflinguists,themajorityofhumanlanguagessharetheVSO,SVO,orSOVpatternsastheirbasicwordorders.Moreover,bothEnglishandChinesehaveanSVOorder.InPalmberg’s(1976)study,numerouserrorsinEnglishwordorderhavebeenfoundinaguidedcompositiontaskperformedbynativespeakersofFinish,aflexibleSVOlanguage.TherearefivebasicEnglishverbpatterns,whicharesubject+intransitiveverb,subject+transitiveverb+object,subject+dativeverb+theindirectobject+thedirectobject,subject+linkverb+predicative,subject+transitiveverb+object+objectcomplement.Whatismore,thesubjectofanimperativesentenceisoftenomitted,butitisstillacompletesentence.ThatistosaynativeChineselearnersofEnglishmaygetconfusedaboutthewordorderofEnglishgrammar.Ontheotherhand,comparedwithChinese,thesentencestructureofEnglishisintegralandmaycausenegativetransferofmothertongueintranslating.Forexample,如果这个问题不解决，势必影响两国的利益。Wrong:Iftheproblemisnotsolved,inevitablyaffecttherelationsbetweentwocountries.Right:Failuretosettlethisissueisboundtoimpairtherelationsbetweenthetwocountriesseriously.Comparingthesetwoversions,wecanfindthatthefirstoneiswronginthatthemainclauselacksasubject.ThiserroristheresultofadirectimitationoftheoriginalChinesestructure.Thesecondoneusesasitssubject“failuretosettlethisissue”,thenominalizationoftheclause“ifonefailstosettlethisissue”,andthentherestofthesentenceismadeintothepredicate,whichisatypicallyEnglishwayofexpression.Whatismore,nativeChineselearnersofEnglishoftenmakemistakesingender,tense,voiceandnumberintranslatingpractice,becauseofthemothertongue’sinfluence.4.1.2ConnectionandcohesioninthestructureofacomplexsentenceThewordordershowstheconnectionbetweenwordsinChinese.Forexample,adescriptivewordbeforeanounisanadjective;ifitfollowsthenounitbecomesapredicate.AndtheremayalsobemistakesinthetranslationofnativeChineselearnersofEnglishbecauseoftheirconfusionofgenderandnumberinflectionsforsubjectandobjectpronouns.ComplexsentencesofChinesehavemorethantwoclauses,whichmaybeexplicitlylinkedbyconjunctionsorimplicitlybylogic.Forexample,“明天不下雨，我们上山去”，“河不深，可是水太冷”,thetwoclausesinthefirstsentenceareimplicitlylinkedbythelogicthatexistsbetweenafutureactionanditsweathercondition.Andthesecondsentenceusestheconjunction“可是”,whichisthemarkofanadversativerelation.InEnglish,clausesinacomplexsentencemustbeexplicitlyconnectedonewayoranother.Intranslationpractice,itisimportanttofindthelogicallinkinganddistinguishthesortofcomplexsentenceandlinkuptheclausesbygrammaticalmeans.(2)我访问了一些地方，遇到了不少人，要谈起来，奇妙的事儿可多着呢。Badlyconnected:Ivisitedsomeplacesandmetsomepeople.IthasmanywonderfulstoriesifItalk.Wellconnected:TherearemanywonderfulstoriestotellabouttheplacesIvisitedandthepeopleImet.(3)门口放着一堆雨伞，少说也有十二把，五颜六色，大小不一。Badlyconnected:Thereareatleasttwelveumbrellasinthedoorway,theircolorsandsizesaredifferent.Wellconnected:Inthedoorwaystoodatleasttwelveumbrellasofallsizesandcolors.BoththeaboveChinesesentencesaretypicalexpressionsthatlackexplicitgrammaticalconnectionbetweentheirclauses.ToturnthemintotypicalEnglishsentences,“wonderfulstories”isusedasthesubjectandanon-finiteverbandarelativeclauseareemployedtomakethewholesentencecohesive.Andinthesecond,thepreposition“of”isusedlink“allsizesandcolors”(for“五颜六色，大小不一)tothesubject“twelveumbrellas”.4.2ThetensesoffiniteverbsAccordingtolinguistics,theremustbeapredicate(veryoftenrealizedbyaverb)ineverysentence,nomatterinwhatkindsoflanguage.Thenalllanguages,includingEnglishandChinese,havetheirownpeculiarities.Forexample,mostlyonlyonefiniteverbcanbeusedinanEnglishsimplesentence,whiletwoormoreverbs,withoutanyindicationastotheirfinitenessorinfiniteness,canappearinaChineseone.Therefore,intranslationfromEnglishintoChinese,itisoftennecessarytomakefunctionalshiftofsomeEnglishwordotherthanaverbintoaChineseverb.Inthisway,translatedsentencesnotonlyhavetheidiomaticexpressionofthetargetlanguage,butareneverthelessfaithfultotheoriginal.However,withtheChinesewayofthinking,Chineselearnersarepronetoerrorsinsuchcircumstances,oneiserrorintheconnectionbetweenmainandsubordinateclausesasdiscussedabove,andtheotheriserrorinformvariationsoftenseandmood..Forexample,(4)这棵老橡树在院子里已挺立了一百年了，有天突然倒了下来。Wrong:Theoldoaktree,whichstandsintheyardforahundredyears,suddenlycashedtotheground.Right:Theoldoaktree,whichhadstoodintheyardforahundredyears,suddenlycashedtotheground.TheerrorinthefirstEnglishversionofSentence(4)belongstothewrongchangeoftheverbformintense,where“stands”expressestheideaofhabitualoccurrenceincludingoccurrenceatthepresent.Wecanalsodescribetenseerrorsasinflectionalerrors,whichusuallyoccurintranslationproductsofnativeChineselearnersofEnglish.Errorsintensearevariousandhardtoclassify.InEnglish,thetenseofaverbexpresseswhethertheactiontakesplaceinthepast,presentorfuture.However,Chineseverbshavenosuchgrammaticalformstoexpresstense,andsomeadverbssuchas“已经”“将”andformwordssuchas“了”“着”areusedtoindicatethetense.(5)下个星期我就十八岁了。Wrong:Iameighteennextweek.Right:Iwillbeeighteennextweek.(6)晚会很成功。Wrong:Thepartyisagreatsuccess.Right:Thepartywasagreatsuccess.Theerrorissentence(5)isthemisuseofthetenseformoflinkingverb“be”.Theverb“willbe”shouldbeused,because“下个星期”referstothefuture.Theerrorinsentence(6)isalsothemisuseofthetenseformoflinkingverb“be”becausethisisacommentmadewhenthepartyisover.However,intheoriginalsentencethereisnoexplicitindicationofthetimeinwhichtheeventoccurs,sotheerrorisstillhardertoavoid.4.3Theformsofnon-finiteverbsAsweallknow,Englishisastaticlanguagethathasstrictgrammaticalrulesfortheuseofverbs.AndChineseisadynamiclanguagewhichhasloosegrammaticalrules,sothatverbscanbecombinedfreely.InEnglish,thereisonlyonefiniteverbinaclausegenerally.However,whenmorethanoneactionneedstobeexpressedinasentence,oneoftheactionscanbeexpressedinapredicateformandtherestofactionscanbeexpressedbyinfinitives,participlesorevenprepositions.InChinese,itiscommontohavemorethanoneverbinaclause,becausethereisnoclassificationinfiniteandnon-finiteformsforverbs.NativeChinesecanusemorethanoneverbinaclausewithoutanyformvariations.Ontheotherhand,thenon-finiteverbhasthreeforms,whichistheinfinitive,thegerundandtheparticiple.Theparticiplecanbedividedintotwokinds,thepresentparticipleandthepastparticiple.Theuseofnon-finiteverbsisstrictlylimitedbygrammaticalrules.AndtheformsofverbsinChinesearesimple.Inaword,ChineselearnersofEnglishoftenmisusenon-finiteformsofverbsintranslationpracticeaspredicatesduetothenegativetransferofmothertongue.Forexample:(7)Myfatherwasshock.Thewords“was”and“shock”arebothverbsinsentence(7).InEnglish,oneclausecannothavemorethanonefiniteverb,sotheverb“shock”shouldbechangedintothepastparticiple“shocked”.AndquitealotofChineselearnersareconfusedaboutthedifferencebetween“-ed”and“-ing”suffixofnon-finiteverbs.Justastheaboveexampleshows,“shocked”means(feeling)surprisedandupsetbysomethingveryunexpectedandunpleasant;while“shocking”meansveryoffensiveorupsetting.[Longmandictionary]Thatistosay,thesubjectofthewordwith“-ed”formreferstopeople;andthesubjectofthewordwith“-ing”formreferstoobjects.4.4ThepluralofnounsNumberisoneofthebasicconceptionsinalanguage’sgrammars.Asananalyticlanguage,Chinesegenerallyhassomequantifierssuchas“一本”,“两块”toexpressthenumeralswithoutpluralforms.AndEnglishisbothasyntheticandananalyticlanguage,whichislikeChineseinpartofitswordssuchas“abottleof”,“abasketfulof”,“twopiecesof”.What’smore,thesamenounindifferentnumeralformscanexpressdifferentmeanings.Forexample,“people”meanspersonorpeopleingeneral;“peoples”meansracesornations;while“agroupofpeople”meanspersonswhogettogether.InEnglish,numbercanbeshowninthedistinctionbetweensingularandpluralforms,thelatterofwhichisindicatedbymeansofthesuffixes“-s”,“-es”or“-ves”.Thatistosay,“ticket”referstoonlyoneticket;whenreferringtomorethanone,thepluralform“tickets”isnecessary.However,thepluralformsofChineseareunmarked.TheChinese“票”indicatesbothsingularandpluralmeanings.Therefore,itishardfornativeChinesetoacceptthisdifferenceandusethepluralformsofEnglishcorrectly.

5.NegativeTransferinDiscourse5.1TherestructuringofsyntaxAtthediscourselevel,ChineselearnersofEnglishoftenrefertotheirmotherlanguagenormswhenstructuringdiscourseintheirtranslationpractice.InEnglish,cohesionisaveryimportantfactorofaparagraph.InthiscasenativeEnglishspeakersoftenuseconjunctionsandclausestorealizecohesion.However,inChinese,theconnectionsbetweensentencesarenotobvious,butareusuallyindicatedthroughthecontext.Forthisreason,EnglishnativespeakersareusuallyconfusedbytranslationsofatypicalChinesestyle,andcanhardlygraspthetopicof.(8)夏威夷地处热带，气候却温和宜人，年均温度常年在摄氏24度左右。岛上时时刮过的东北风，伴着太平洋吹来的阵阵海风，让人备感觉凉爽舒适。Badlyorganizedversion:Hawaiiislocatedinthetropicalzone.Itsclimateiscomfortable,andthetemperaturealwaysremainsclosetotheannualaverageof24degreesCentigrade.Onthisisland,windsfromthePacificOceanWellorganizedversion:Althoughthestate(Hawaii)islocatedinthetropicalzone,itsclimateiscomfortablebecauseoftheoceancurrentsthatpassitsshoresandwindsthatblowacrossthelandfromthenortheast.Thetemperatureusuallyremainsclosetotheannualaverageof24degreesCentigrade.Comparingthesetwotranslationproducts,weseethatthefirstversionistranslatedinatypicalChinesewayofthinkingwithalmostone-to-onecorrespondencesineverysentence;whileareorderingoftheclausesandtheuseofsomeconjunctions,thesecondversionisacoherenttranslationwithonlyonesubjectinsuchalongsentence.TheChinesewayofthinkingisacircularpattern,andEnglishwayofthinkingisalinearpattern.Therefore,ChineselearnersofEnglishareofteninfluencedbytheirmothertongueatdiscourselevelaswell.5.2RestructuringofsyntacticorderItisnoticedthatChineseandEnglishhavedifferentsentencestructuresrespectively.Chineseisatopic-prominentlanguage,whosewordorderoftenfollowsaconceptualandtemporalsequence.AccordingtoWangLi(1900-1986),theChinesefollowthepattern“mandoesthings”andprefertousewordsdenotingpersonsorcreaturesasthesubjectofasentence.Forexample,“不要把这个问题提出来”isinthepatternof“mandoesthings”withoutexplicitlyreferringtothe“man”.Butitmustbetranslatedinto“Thequestionneedn’tbebroughtin”,wherethesubjectis“thequestion”.Therefore,Englishstructurefollowsthesubject-predicatepattern.MostChinesesentencesareperiodiconeswherethemostimportantinformationlikejudgmentordeductionisusuallyputattheendofasentence.However,inEnglish,thecaseistotallydifferent.MostEnglishsentencesareloosesentences,wherethesentencestressoftencomeatthebeginning.Ontheotherhand,thedifferenceinthinkinghabitsbetweenEnglishandChinesebringsaboutsyntacticdifferences,tobespecific,thedifferencebetweenhypotaxisandparataxis.Hypotaxisreferstotherealizationoftheconnectionofthewordsorphrases,withthehelpoflanguageforms(includingvocabularyandinflectionalforms).Parataxisreferstotherealizationoftheconnectionofthemwithoutthehelpoflanguageformsbutlogicalmeaningofthewordsorphrases.Theformeronefocusesonformallanguagecohesionandthelatteronthesignificanceofcontinuouscoherence.Consideringthethinkinghabitsembodiedbythesetwolanguages,learnersshouldavoidtheinfluenceofthemothertongue,whichoftenusesalotofsimplesentencescombinedintoalooseadiscoursestructure.Ontheotherhand,withthestrictgrammarofEnglish,everysentenceonlyhasonesubject.Therefore,itisnecessarytofindthekeypointandus