摘要：对比分析理论于1947年由美国语言学家Charles Fries在他的 Teaching and Learning English as a Foreign Language 一书中提出。1957年美国语言学家Robert Lado出版的Linguistics across Culture ，将对比分析理论付诸实践。而我国英汉对比研究从1898年马建忠的《马氏文通》算起，到目前已成为一门独立的学科，如：冒国安（2004）主编的《实用英汉对比教程》列入本科英语专业课程教材之一。对比分析以心理学的迁移理论为基础，通过把两种语言体系进行比较，发现它们的异同，解释“母语负面干扰”的现象，为教材的选择和教学大纲的编排提供依据，为语言学习者预防和排除母语的负面影响提供帮助，尽量减少学习时间，杜绝表达失误，从而得体地用英语表达思想，以顺利实现跨文化交际。
高中生的大脑发育业已接近成年人，汉语思维模式业已形成，在国内外语教学的课堂上，仅靠大量被动、反复的操练来克服“母语负面干扰”，从而实现英语思维的目标，这样做不仅费时费工而且收效甚微。由于“母语负面干扰”，在学生的英语表达中仍然有大量的“汉式英语”现象。例如：在词汇方面，汉语是词根孤立语，导致学生在英语表达时常忽视词形的变化；对英语的汉语释义，误认为它们的语义是一一对应的。在句型方面，汉语注重意合，导致学生忽略英语句子的连接手段。在语篇方面，汉语的螺旋式思维模式，导致学生的作文中主题断裂现象较多。在语用方面，汉民族文化中关心他人的思想，移植到英语会话中，导致西方人误解为刺探他人的隐私。本文作者运用大量的例子从以上涉及的四个方面进行对比分析，进一步讨论“汉式英语”现象形成的直接原因。又从中介语进展的角度，提出对比分析教学的具体实施方法——“汉译英”翻译练习。
此外，作者于2005年9月开始，在武汉市第六十八中学高一年级（1）班的英语教学过程中有意识地加入英汉词汇、句型、语篇及语用对比分析，并以“汉译英”翻译练习为手段，结合所用的教材资源，设计相关的翻译练习，每天布置几句或一小段汉语，要求学生译成英语，老师批改后，每堂课前讲解，指出“汉式英语”的现象，提供几种规范的表达方式。经过一个学期的实验，与控制班的期末武汉市统考成绩进行比较，其结果表明实验班的英语整体水平比控制班的英语整体水平有明显的提高，因此证明在高中英语教学中运用英汉对比法的可行性和有效性。
关键词： 对比分析； 汉式英语； 高中英语教学； “英译汉”翻译
Abstract ：The theory of contrastive analysis was first posited by Charles Fries, an American linguist, in his book Teaching and Learning English as a Foreign Language published in 1947. Ten years later, another American linguist Robert Lado wrote Linguistics across Culture and put the theory of contrastive analysis into practice. On the other hand, a contrastive study on English and Chinese began with Ma Jianzhong’s 马氏文通(1898). Over 100 years up to present, it has been an independently specialized subject. For example, Mao Guoan (2004)’s A Practical Course in Contrastive Studies of English and Chinese is listed among textbooks series for tertiary English majors. Contrastive analysis based on psychological transfer theory compares the linguistic systems of two languages in order to discover their similarities and differences and explain the phenomena of negative transfer of the native language. Its basic purposes are to provide basis for the selection and grading of teaching materials and for the organization and designing of syllabuses, and at the same time to help the English learners predict and overcome the bad effects of their native language on English. Thus, they will form the mode of thinking like the native speakers of English for successful across-culture communication when they are learning English through contrast and comparison between English and Chinese.
Considering that the brain of senior high school students (15—18 years old) has nearly developed to the brain of the adults and that they have become accustomed to Chinese thinking stereotype, the writer thinks it is rather difficult to eliminate “interference of Chinese” in the way of numerous and repeated pattern drills in class, which possibly leads to the fact that the more work is done and the more time is taken but the result is not so good. It is still discovered that negative transfer of Chinese results in lots of Chinglish phenomena in the students’ English expression. For example, in vocabulary, the Chinese language, a typical isolating language, causes the students to ignore the changes in the word forms; According to the Chinese explanations, they take the word-to-word equivalences between Chinese and English meanings for granted. In sentence patterns, with Chinese parataxis in mind they write down many sentences lacking in conjunctions. In text, spiral thought pattern of Chinese brings out too many theme breaks in the students’ compositions. In conversational pragmatics, it’s easy for the westerners to misunderstand that the Chinese students are rudely inquiring their privacy during the daily conversation, while Chinese regard knowing the others’ age, income, health and marriage as a way to care for each other. So the writer collects a great number of such examples and analyzes them contrastively. What’s better, from the angle of the interlanguage development, he argues that the “C/E translation” exercise is an effective measure to act out the contrastive analysis in English teaching.
Besides, the writer started to do an experiment on applying contrastive analysis to senior English teaching in Class One of Senior Grade One in Wuhan No.68 High School in September, 2005. The experiment was the “C/E translation” activity. Some Chinese sentences or short Chinese passages were given to his students each time. After they finished their translation, the writer provided them with some appropriate versions. At the end of this term, in order to verify whether the method is more effective or not, the writer compared his experimental class’s scores with a controlled class’s scores in the unified final-examination of Wunhan. All the statistic results show the significant advantage of E/C contrastive analysis method. It will also make us more aware that the application of this method to senior English teaching will be practical as well as operative.
Key words: contrastive analysis; Chinglish; senior English teaching; C/E translation
1．引言
在高中英语教学中应用英汉对比分析的构想是基于两个事实而形成的。一是我国高中的英语教学现状；二是我国英汉对比研究日益成熟的现状。
2000年，全国高中英语教学情况调查是经教育部基础教育司批准, 在全国范围内，对基础教育外语教学现状进行调查的活动。目的是为教育部基础教育司制订21世纪基础教育英语课程国家标准提供依据，是我国此类调查中涉及范围最广，参与教师和学生最多的一次。据《全国高中英语教学情况参照性调查研究报告》的调查结论显示：现行高中英语教材（即1996—2003年使用的人民教育出版社与朗文出版社合编的教材）实施以来，我国高中英语教学已取得一定的成绩，为高中英语教学改革起到了积极的促进作用，但本套教材存在两个原则性的失误。
其一，现行高中英语SEFC教材与教学目的相悖。现行高中英语教材过多参照了交际法的理论，广大普通高中不能很好地使用这套教材，因为教材过多地强调了英语口语能力的培养，忽视了语言知识编排和语言的生成性，这与教育部制订的现行高中英语大纲规定的高中英语教学侧重培养阅读能力的教学目标不相符合。
其二，现行高中SEFC英语教材对我国语言教学的类型选择存在失误。外语教学一个很重要的原则是分清外语教学的类型，在中国的教学环境和学习条件下，把英语作为母语来教，还是作为第二语言来教，还是作为外语来教，选择不同的外语教学类型，就应采用不同的教学路子和方法，选择不同的学习材料。中国目前显然只能将英语作为外语来教，如果将英语作为母语或第二语言进行教学，大部分学校将不适应这种教学要求。教材中的语言材料和训练方法过多地采用了把英语当作母语和第二语言的方式。
