汉式英语是否源于英语形式和汉语语境知识的错误匹配？
Does Mismatch of English Forms with Chinese Contextual Knowledge Give Rise to Chinglish?
汉式英语，我能读懂，呵呵。幸福就是和爱的人一起嚼腌白菜。
Happiness is to chew pickled cabbage together with the one(people) you love.
然后一名外籍教师和四名中国研究者合作，划出学生作文里的汉式英语。
Then Chinglish was identified and underlined through the joint effort of a native-speaker of English and four Chinese graduate students.
本研究旨在从补缺假说(王初明2003)的角度研究汉式英语的形成机制。
The present study aims to examine Chinglish in light of the Compensation Hypothesis (Wang 2003).
但是迄今为止从语境的角度探讨汉式英语和其对外语课堂教学的研究相对较少。
However, till now only few attempts have been made to study Chinglish from contextual perspective and to study its implications to foreign language classes.
本研究试图找出汉语语境与英语形式的错配是否会产生汉式英语，进而证实补缺假说。
The present study aims to find out whether Chinglish comes from the mismatch between Chinese context and English forms or not, and then to prove the correctness of Compensation Hypothesis.
汉式英语是中国学生写英语作文时常出现的错误，其原因是受汉语句子修辞模式的影响。
Chinglish is a common mistake in English compositions of the Chinese students because it is a result of the influence of the rhetoric mode of Chinese sentences.
因此，按照补缺假说，中国英语学习者的母语语境知识在汉式英语的形成中扮演了一个重要的角色。
So Wang claimed that Chinese learners'internal contextual knowledge played a significant role in inducing Chinglish according to his Compensation Hypothesis.
本论文旨在从补缺假说(王初明，2003)的角度研究汉式英语的形成机制及其对外语教学的启示。
The present study aims to examine Chinglish from the contextual perspective in light of the Compensation Hypothesis (Wang Chuming, 2003) and its implications to foreign language teaching.
本论文旨在从补缺假说(王初明，2003)的角度研究汉式英语的形成机制及其对外语教学的启示。
The present study aims to examine Chinglish from the contextual perspective in light of the Compensation Hypothesis (Wang Chuming, 2003) and its implications to foreign language teaching.
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