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101-102
5.3.1.2 Features of Chinese culture-specific words 102-103
5.3.2 Classification of Chinese borrowings 103-110
5.3.3 Use of Chinese-specific words 110-112
5.3.4 Translation of Chinese-specific words 112-118
5.3.4.1 Domestication 113-114
5.3.4.2 Foreignization 114-116
5.3.4.3 Domestication plus foreignization 116-118
5.3.5 Development trend of the vocabulary of China English 118-119
5.4 Syntactic features of China English 119-127
5.4.1 Tendency to parataxis 119-121
5.4.2 Less complicated structure 121-122
5.4.3 Linear sequence characterized by Chinese thinking 122-127
5.5 Text and discourse features of China English 127-144
5.5.1 Language, culture and cognitive thinking 129-130
5.5.2 Relevant researches on discourse analysis 130-132
5.5.3 Relevant studies on China English at discourse level 132-135
5.5.4 Inevitability of Chinese thinking in FL writing 135-137
5.5.5 Summary of text and discourse features of China English 137-144
5.5.5.1 Compact writing pattern 137-140
5.5.5.2 “li (礼)”-centering pattern 140-141
5.5.5.3 Induction pattern 141-143
5.5.5.4 Person-based subject construction pattern 143-144
5.6 Summary 144-146
Chapter 6 Implications of China English for English Teaching in China 146-165
6.1 Commonness of languages 146-147
6.2 Thinking in mother tongue 147-150
6.3 Development of English learning in China 150-152
6.4 Present situation of English teaching in China 152-153
6.5 The phenomenon of Chinglish—language fossilization in English learning 153-156
6.6 Implications of China English in English teaching 156-163
6.6.1 Reexamination of traditional English teaching in China 156-158
6.6.2 Rethinking teaching of English writing 158-160
6.6.3 Adding contents of China English in English textbooks 160
6.6.4 Integration of Chinese culture with English teaching 160-163
6.7 Summary 163-165
Chapter 7 Conclusion 165-173
7.1 Introduction 165-166
7.2 Contributions of the research 166-167
7.3 Major viewpoints established 167-172
7.4 Limitations and suggestions for future research 172-173
Bibliography 173-189
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