语言影响思维-外语学习对中国人思维造成的影响论文

语言影响思维-外语学习对中国人思维造成的影响论文

无论是在学习还是在工作中，大家最不陌生的就是论文了吧，论文是指进行各个学术领域的研究和描述学术研究成果的文章。你所见过的论文是什么样的呢？下面是为大家整理的语言影响思维-外语学习对中国人思维造成的影响论文，希望对大家有所帮助。

[Abstract] This paper prents a careful analysis of the relations between thought and language, which provides the precondition for the explorat学会减压ion in the rest chapters. There have been many arguments for the exploration between thought and language. Among them is the famous Spair-Whorf hypothesis, which propos linguistic determinism and linguistic relativity. From this hypothesis we deduce that since every language has a form and no two forms are the same, no two cultures having different languages can have identical views of the world. Chapter Two of this thesis makes a comparative study of the thinking styles of the Chine and English in four aspects: figurative thinking vs. abstract thinking, comprehensive thinking vs. analytical thinking, subject-centered thinking vs. object-centered thinking as well as straight thinking vs. conver thinking. Thought is the basis of language and language has to depend on thought for its content; at the same time, language provides the best instrument for the expression and communication of thought. The illustration of the relation between thought and language places us in a better position to clarify that language influences thought, particularly how English studying could influence Chine’s thought.

[Key Words] language; thought; Spair-Whorf hypothesis; English study

【摘 要】 迄今为止，有许多关于思维和语言两者之间关系的争论，其中最著名的就是萨丕尔-沃尔夫假设，它提出了语言决定论和语言相对论的观点。从这个假设中，我们可以推导出，由于每种语言都有自己的形式，没有两种语言的形式是一模一样的，因此具有不同语言的不同文化对世界可能有不同的看法。不同民族的思维方式虽相似之处颇多，但又各具特点。因此，本文的第二部分着重从四个方面对汉、英两种语言所体现的逻辑思维进行了分析和对比，即：具象思维和抽象思维;综合思维和分析思维；主体思维和客体思维以及顺向思维和逆向思维。语言是表达和传播思维的最佳工具。思维作用于语言，语言也作用于思维。阐释过思维与语言的关系之后，我们能够更好的分析语言对思维的影响，特别是英语学习对中国人的思维产生的影响。

【关键词】 语言；思维；萨丕尔-沃尔夫假设；英语学习

1. Introduction

There have been many arguments for the exploration between thought and language. Among them is the famous Spair-Whorf hypothesis[1], which propos linguistic determinism and linguistic relativity. Put in an extreme form, this hypothesis follows that since every language has a form and no two forms are the same, no two cultures having different languages can have identical views of the world. Thou文艺小清新ght is the basis of language and language has to depend on thought for its content, at the same time, language provides the best instrument for the expression and communication of thought. The illustration of the relation betwe称赞反义词en thought and language places us in a better position to clarify that language influences thought, particularly how English studying could influence Chine’s thought, for Chine people have been studying English for very a long time and almost every student in Chine has to study it. Having learned the English for 10 years, the Chine students maybe influenced by the language in thought. Here prents the hypothesis that English studying could influence Chine people&rsqu何首乌的功效o;s thought in some aspects.

2. Language and Thought

2.1 What is language?

Modern linguists have propod various definitions of language, and some o寓言故事农夫与蛇f them are quoted below:

“Language is a purely human and non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols.”(Sapir, 1921) [2]

Language is “the institution whereby humans communicate and interact with each other by means of habitually ud oral-auditory arbitrary symbols.”(Hall, 1968) [3]

“From now on I will consider language to be a t (finite or infinite) of ntences, each finite in length and constructed out of a finite t of elements.”(Chomsky, 1957) [4]

Each of the definitions has its own special emphasis, and is not a totally free from limitations. However, there are some important characteristics of human language linguists have agreed on; the most commonly accepted definition of language is:

“Language is a system of arbitrary vocal symbols ud for human communication”.[5]

So language is a special tool for human beings to communicate. It is possd by human beings and allows peop钟繇怎么读音le to say things to one another and to express thoughts and needs. In short, language is a unique system of communication and it is the cornerstone of society.

2.2 What is thought?

“Thought is a function of human brain, and is a cognitive activity for human to understand the objective world. Thought is a process that us the conceptions, judgment and reasoning to reflect the objective world. Thought can process all kinds of information that enters the human’s brain, therefore we can reflect the nature of things and can solve problems when we think.” [6] “Thought is a power or process of thinking.”(Oxford Advanced Learner’s English-Chine Dictionary,2002,P1588)

Thought is a process that information enters the brain and is analyzed, synthesized, judged and inferred on the basis of prentation and concept. After the spoken and written language come into being the information which enters the human’s brain comes most from language either by heard or by en thus what we could think is mostly bad on the two styles of language and sometimes led by what we are told. That is to say, without the information entering human’s brain there is no thought or thinking comes into being.

2.3 The Relationship between Language and Thought

2.3.1 Humboldt’s Views

Whilhelm von Humblodt, a famous German diplomat and scholar, states the relationship between language and thought as the following views:

“The spiritual traits and the structure of the language of a people are so intimately blended that, given either of the two, one should be able to derive the other from it to the fullest extent... Language is the outward manifestation of the spirit of people; their language is their spirit, and their spirit is their language; it is difficult to imagine any two things more identical”. [7]

“Language has the function of forming thought. W V Humboldt, a German philosopher and linguist, pointed out that people usually e communication as the primary function of language. However, people must have the content for communication before they start to communicate, and the formation of this content is cloly associated with language, or to be more specific, people u language to express thought, yet language is, at the very beginning, involved in the formation of thought, just as he said, ‘language is the formative organ of thought’.” [8]

“Humboldt said that if the sole function of language is to express and convey thoughts and feelings, then language will not be absolutely necessary for human beings, becau they can also u other symbols or means to express themlves (though not so effective as language).” [9]

From the above it can make a conclusion that language is not only the function for human to express and communicate but also has the function for humans to form thought. The extent of nearness between language and thought may be exaggerated, but it points out rightly the notion that the two interact with each other. He believes that language incomes from spirit and then reacts upon spirit. Moreover, he put the studies into the specific cultural background and views that no nation can avoid injecting their subjective consciousness into their language to form a special "worldview" in the language, which would in turn restrict people’s language usage. That is to say the language what people saying contains the thinking action. Followed by this view, we may get the idea that different people speak differently becau they think differently, and they think differently becau their languages offer them different ways to express the surrounding world. The most important part is the language can provide sorts of thinking ways in this paper.

2.3.2 The Sapir-Whorf Hypothesis

Humboldt’s view on the inparability of language and thought is later picked up by Edward Sapir and his student Benjamin Lee Whorf in the United States.

The complement must be the most famous theory on discussing the relation between language and thought in this field. Since its inception in the 1920s and 1930s, the Sapir-Whorf hypothesis has caud controversy and spawned rearch in a variety of disciplines including linguistics, psychology, philosophy, anthropology, and education.

The Sapir-Whorf hypothesis claims that the structure of the language one usually us influences the manner in which one thinks and behaves. When he was working as a fire insurance risk asssor, he noticed that the way people behaved toward things was often dangerously correlated to the way the things were called. For example, the sight of the sign ‘EMPTY’ on empty gasoline drums would prompt pasrsby to toss cigarette butts into the drums, not realizing that the remaining gasoline fumes ‘EMPTY’ evoked a neutral space, free of danger. “Whorf concluded that the reason why different languages can lead people to different actions is becau language filters their perception and the way they categorize experience.” [10]

“During the 1930s, Edward Sapir’s student Benjamin Lee Whorf promoted the following ideas, which have come to be known as the tenets of the Sapir-Whorfian hypothesis:

1) The worldviews of a culture are embodied in the language forms of that culture.

2) The syntactic and mantic forms of a language determine thought, and therefore:

3) Differences in thought among cultures are due to differences in the linguistic forms of the cultures in question.”[11]

“The Sapir-Whorf hypothesis theorizes that thoughts and behavior are determined (or are at least partially influenced) by language. Edward Sapir and Benjamin Lee Whorf brought attention to the relationship between language, thought, and culture, but neither of them formally wrote the hypothesis nor supported it with empirical evidence, but through a thorough study of their writings about linguistics, rearchers have found two main ideas. First, a strong theory of linguistic determinism that states that the language you speak determines the way that you will interpret the world around you (or the way one thinks is determined by the language one speaks). Second, a weak theory of linguistic relativity that states that language merely influences your thoughts about the real world (or differences among languages must be reflected in the differences in the worldviews of their speakers).”[12]

There is no enough powerful support for the strong version—the linguistic determinism becau people have found that the thought has been formed former than the language, that is to say the thought comes first and there exist the non-verbal thought. For the weak version which is also called linguistic relativity is the more reasonable and can be adopted. “In most cas, they coexist with and influence each other: Human cognitive ability can develop to a very high level and still can be expresd by language. There is no thought that goes beyond the expression of language. Meanwhile, language is by no means passive as it is determined by thought. Instead, it influences people’s modes of thinking to some extent.”[13]

“Therefore, the relationship between thought and language is: language determines thought (linguistic determinism) and there is no limit to the structural diversity of languages (linguistic relativity), as Whorf concluded. He claimed that:

... It was found that the background linguistic system (in other words, the grammar) of each language is not merely a reproducing instrument for voicing ideas but rather is itlf the shaper of ideas, the program and guide for the individual’s mental activity, for his analysis of impressions, for his synthesis of his mental stock in trade. Formulation of ideas is not an independent process, strictly rational in the old n, but is part of a particular grammar, and differs, from slightly to greatly, between different grammars...” [14]

The different grammars create the different ideas, maybe we can further understand it with the following words:

“So, for example, according to Whorf, whereas English speakers conceive of time as a linear, objective quence of events encoded in a system of past, prent, and future tens(for example, ‘He ran’ or ‘He will run’), or a discrete number of days as encoded in cardinal numerals (for example, ten days), the Hopi conceive of it as intensity and duration in the analysis and reporting of experience (for example, wari=’He ran’ or statement of fact, warikni=’He ran’ or statement of fact from memory). Similarly ‘They stayed ten day’s becomes in Hopi ‘They stayed until the eleventh day’ or ‘They left after the tenth day’.” [15]

“Whorf insists that the English language binds English speakers to a Newtonian view of objectified time, neatly bounded and classifiable, ideal for record-keeping, time–saving, clock-punching, that cuts up reality into ‘afters’ and ‘untils’, but is incapable of expressing time as a cyclic, unitary whole. By contrast, the Hopi language does not regard time as measurable length, but as a relation between two events in lateness, a kind of ‘eventing’ referred to in an objective way (as duration) and in a subjective way (as intensity). ‘Nothing is suggested about time [in Hopi] except the perpetual “getting later” of it’ writes Whorf. Thus it would be very difficult, Whorf argues, for an English and a Hopi physicist to understand each other’s thinking, given the major differences between their languages. Despite the general translatability from one language to another, there will always be an incommensurable residue of untranslatable culture associated with the linguistic structures of any given language.” [16]

We can e the best example in the above to the Sapir-Whorf hypothesis and could better understand how language influence thought. But, we may make another hypothesis that if the Hopi want to learn or to understand the English expression of time (the time conceptions) first they must learn the English language structures and grammar. Maybe it is a complement for them to build up the time system, and further more the Hopi could view the time in a new way. Through studying the foreigner language they can develop their own theory on only in time. So does our Chine students learning English language.

3. Linguistic Logics of Chine and English

The thinking styles of the East and the West are different: Easterners tend to ek sameness from difference while Westerners are likely to find difference from sameness. To a certain degree, true in that the thinking styles and viewing angles between the East and the West is different. As a matter of fact, as early as the 19th century, the German Materialistic philosopher Feuerbach(费尔巴哈)pointed out that “Easterners tend to neglect discrepancy in consistency while Westerners tend to ignore consistency in discrepancy.” [17]

Then where on earth does Eastern thinking differ from Western thinking? For decades people have been trying to dichotomize the thinking styles. Eastern thinking is described as "holistic", "dialectical", "figurative", "subjective" and "fuzzy". By contrast, Western thinking is "analytical", "abstract", "objective" and "preci". Chine language is developing towards fuzziness, obscurity and generalization, whereas Western language is towards precision and concretion.

The Chine scholar, Jia Yuxing holds the views that Western thinking is characterized by logic, analysis and linearity, while Eastern thinking is known for its integrity of intuitive perception and harmonious dialectics. Westerners are apt at analysis and reasoning, as a result, their thinking pattern is linear; Easterners are prominent in holistic thinking, as they are imaginative and rely more on intuition, therefore their thinking pattern is rather circular. Still there are scholars who hold an ontological point of view and believe that Easterners emphasize the overall consonance as well as all things of creation are integrated with me; in contrast, Westerners are rational, analytical and analogical, which is best manifested by the Greek viewpoint "Man is the gauge of all things in the univer". In terms of thinking patterns, Eastern thinking is radiating while Western’s is rather perspective, the knowledge of which might be of great help to us in further investigating the logical principle underlying the structuring of the Chine and English languages.

Fu Lei，the well-known translator, thinks that “Eastern thinking differs from that of the West in that Easterners emphasize comprehension, induction and implication, whereas Westerners attach great importance to subtle, preci and in-depth analysis as well as comprehensive description.” [18]

3.1 Figurative Thinking v s. Abstract Thinking

The above-mentioned styles of thinking can be found in all nations, but owing to their particular historical and cultural reasons, different nations might be prominent of one style of thinking. Generally speaking, Chine is featured by concrete style of thinking in contrast to Westerners’ abstract thinking.

The two different thinking styles are directly reflected on ntence and vocabulary. In Chine, more concrete nouns are ud, but the ca is quite different in English, where more abstract nouns are found. An important reason why Chine in figurative thinking is that a lot of concrete forms are ud to express abstract concepts, giving readers the being concrete, definite, direct and lucid impression. While English likes to u abstract nouns in English ntences. The nouns’ meaning is nonfigurative and general and could strike the receivers as abstract, indistinct, obscure and misty.

Chine scholar Wang Li believed the so-called nouns in Chine are slightly different from their counterparts in English in terms of denotation and connotation. Generally speaking, Chine nouns, except for tho ud in such fields as philosophy, science, economy, politics, etc., usually denote concrete, tangible things that can be nd by the five n faculties. Wang also pointed out that strictly speaking, nouns derived from adjectives, such as `kindness’, `wisdom’, `humility’, `youth’, as well as tho derived from verbs, like `invitation’, `movement’, `choice’, `arrival’, `assistance’, `discovery’, etc., can find no equivalents in Chine vocabulary.

Figurative thinking requires the combination of image and meaning, which means that a concrete image carries a particular meaning and they combine to express concepts, feelings and images. To do this, abstract thinking, in contrast, usually resorts to concepts, judgments and preci reasoning. E.g.:

(1)枯藤老树昏鸦;

小桥流水人家;

古道西风瘦马;

《天净沙秋思》(元)马致远

Translated version:

O’er old trees wreathed with rotten vine fly evening crows;

’Neath tiny bridge beside a cot a clear stream flows;

On ancient road in western breeze a lean hor goes;

In the original Chine, the "old tree(老树)”，"rotten vine (枯藤)”，"evening crow(昏鸦)”and "tiny bridge(小桥)”，etc., tho images are put together, with no overt connectives in between, to prent the readers with a tranquil and leisure picture. The translated version is faithful to the original poem by retaining the concrete images; however, some articles (the, a), prepositions (o’er, ’neath, with, in, etc.) and verbs (fly, flow, go, etc.) are added in the translated version to indicate the relationships among the images, to meet the requirements on rigorous abstract thinking in English as well as on syntax too.

3. 2 Comprehensive Thinking vs. Analytical Thinking

Both of the two styles of thinking are found in all nations. However, due to the impact exerted by their respective tradition of culture, the Chine nation tends to be more comprehensive in their thinking whereas Western nations are more analytical.

As two basic forms of thinking, comprehensive thinking and analytical thinking have their respective advantages: to analyze is to break up the whole into many parts in order to get down to the core of targeted object; to synthesize is to study the targeted object in a comprehensive way by combining the parts which maybe em isolated into the integrated whole. Analysis played a key role in the establishment and development of modern sciences, despite the fact that systemization was also in rvice. In a n, modern sciences would not have come into being had it not been for analytical thinking, not to mention the prosperity of economy and flourish of science and technology of the West world.

Chine people are more comprehensive in their thinking. In traditional Chine philosophy, they viewed the heaven, the earth and man as a whole and the harmony between man and nature was their constant pursuit. Thus, analytical methods are less valued and the Chine nation tends to take the whole situation into consideration and obrve the univer from a comprehensive point of view.

The two different styles of thinking have exerted their respective impact on the syntactical structures of English and Chine. Due to the influence of analytical thinking, the English language is endowed with distinct changes of word forms, varied grammatical forms and flexible ntence orders; In contrast, words almost do not change in form in Chine and grammatical requirements are usually met by lexical means. What is more, phras and claus are usually arranged in chronological order or in logical quence. Parataxis in the Chine language best manifests this phenomenon: propositions are coordinatively arranged one after another with no connectives indicating the syntactic relations between them. Chine ntences, in most styles of the language, tend to be short and emingly looly connected with connecting words omitted, but the meaning can be decided from the context. Oftentimes, certain members of a ntence (usually the subject of a clau or the ntence) are omitted, and the ntence is still intelligible to Chine readers.

E.g.:

(2)我买了六支钢笔，(这六支钢笔)一共三十元，(我)拿回家一看，(这六支钢笔)都用过的了。

I bought six pens for 30 yuan. When taking home, I found they were ud.

With the concealed or omitted subjects of the claus(“这六支钢笔”and“我”)，the original Chine, which can be taken as one ntence, pos no difficulty in understanding to a Chine reader. Moreover, no connectives are found in the ntence and the meaning as well as the chronological quence is lf-evident from the context. In contrast, the translated English version, which consists of two ntences, cannot do without the omitted subjects, and a time-marker "when" is also added to indicate the time quence as well as the subordinate relationship between the time-adverbial clau and the main clau.

3.3 Subject-centered Thinking vs. Object-centered Thinking

It’s generally accepted that Chine culture is subject-oriented while Western culture centers on the object. Laozi，founder of Taoism, held that "The ways of men are conditioned by tho of earth; the ways of earth by tho of heaven; the ways of heaven by tho of Tao; and the ways of Tao by the lf-so". Mencius also said, "I know everything about the univer". “Qian Mu，a master of Chine national culture, made his penetrating remark that Chine culture, with its emphasis on humanitarianism, is human-oriented in esnce, and has given birth to the subject-oriented thinking style of the Chine nation. That’s to say, center on themlves in making obrvation, analysis and reasoning people.” [19]

In Western culture, however, people take the objects and nature as the center of their rearch, which places great importance on the obrvation and study of the objective with the absolute authority nature. Westerners hold that man is endowed and transcendental power over nature and is, on the strength of his intelligence and science, to conquer and transform nature and put nature at his rvice. The proverb "knowledge is strength" best illustrates this perverant spirit of pursuit and exploration, which takes the univer as its to-be-conquered antagonist. Such notion has fathered the object-oriented style of thinking, namely the objective nature is the focus of all man’s exploratory activities, his obrvation, analysis and reasoning.

Due to the different thought pattern English likes the passive form. It is very common for them u the passive expression. While, the Chine usually ud the passive form together with the agent of the action; otherwi the notional passive is ud instead.

“In English, on the other hand, when the agent or doer of the action expresd by the predicate verb is to emphasized, we make it the subject of the ntence, which is thus in the active form. Or when the subject of the action is to be emphasized, we make the object of the verbal action the subject of the ntence and the ntence is thus said to be in the passive form. From this conception, it is clear why the agent of the action is usually not expresd in an English ntence in the passive form, just contrary to the Chine construction.” [20]

Both of the thinking styles have left their respective marks on Chine and English. The animate subject of the Chine ntence and the inanimate subject of the ntence in English best exemplify the ca. In describing or explicating, an animate subject is adopted in the Chine language as the agent of action whereas an inanimate subject is usually preferred in the English language.

3. 4 Straight Thinking vs. Conver Thinking

Different nations might take different angles in their obrvation and ways of thinking. A manifestation of this in language is that different or even complete conver linguistic forms might be adopted in describing or explicating the same phenomenon. For example, priority is considered an honor or privilege in C萍浏醴hine culture, and to show his politeness or courtesy, a-Chine would ask his guest to eat or go first by saying“您(先) 请!”，a phra literally meaning "You do this (before me), plea". In English the counterpart of“您(先)请!”is "After you".“先”(before) is rendered into "after"(后)in English, completely opposite in quence.

English people are different from the Chine in expressing time quence. In the English language, "back" refers to the past time and "forward" to future time. In sharp contrast, the Chine refer back with “前”(forward) and forward with“后”(afterward). It can be said that the Chine is "facing the past time" (or past-oriented) in expressing chronological quence, i.e.“前/后年(last year/next year)，前/后人(predecessor/successor)，前/后世(previous incarnation/afterlife)"; the English are "facing the future". For example, "the weeks ahead of us/the following weeks" means“以后/未来的几个星期’’in Chine . In a word, on temporal matters, "back" in English is equivalent to“前”and "forward" to“后”in Chine, the negligence of which fact would lead to mistranslation.

Due to different forms of expression for the same content, different nations might adopt completely different perspectives in obrvation or, in other words, the different thinking styles. For example“九五折”in Chine becomes "5% off’ in English, for the Chine focus on the actual rate of payment after discounting, whereas the English people have their eyes on the rate of discount.

It won’t be too difficult to find more examples.“自学(learn all by onelf or with no instructions from teachers)" in Chine turns into "lf-taught" in English, “太平门(Exit to safety)" into "emergency exit",“油漆未干 (the paint is not dry up yet)" into "wet paint",“听电话(listen to the speaker on the phone; engage in a telephone conversation)" into "answer the telephone",“红眼("red-eyed" in jealousy)" into "green-eyed", and“顾客止步(off limits/out of bounds for customers)" into "crew/staff/employees only", and so on.

4 .Language Influences Thought and some Evidence

4.1 Language Influences Thought in some Aspects

Xu Jun (许均)once said that “That the different thinking angles determines the various expression of language is explained as the result of thought determining the language.” [21] But the various expressions of foreigner language provides a channel for the cond language learners to think in another modes and in different angles. Further more it also can be adopted by language learners. The idioms of English like:

(3) Spend money like water (花钱如流水)

(4) Kill two birds with one stone (一石二鸟)

Chine people is familiar with the above two idioms, when told that they are the English expressions many Chine would feel unthinkable for they have adopt them unconscious. Viewed in this aspect, the language can influence the thought.

“In Eskimos’ language the vocabulary for counting number only three words: one, two and many. They are hard to identify the quantity more than three, when asked to imitate the action which scientists put some kinds of sundries on the ground they can’t finish the task. They are failed in counting or calculating it.” [22]

Lacking of the number words influences the Eskimos to judge the material quantity. In their minds the number of the thing is simple and they could not think exactly how much or how many things around them. Another example which is similar with the former also can be proved this view: language determines the thought. There is less vocabulary in English for the English-speaking people to explain the relationship among a big family, in Chine“伯伯”、“叔叔”、“舅舅”、“姑丈”and“姨夫”in English are all called “uncle” and “伯母”、“婶婶”、“阿姨”、“姑姑”、“舅母”are all called “aunt” “奶奶”、“外婆”called “grandmother”, the “祖父”、“外公” are “grandfather” and the “great grandfather” and “great grandmother” are referred to “曾祖父”、“太外公”and “曾祖母”、“外太婆”. So in the big family party they don’t know who is who. They don’t have the accuracy words to help them understand it and think in an exact way. Both of the two examples show us that without the correct language (vocabulary) to express the preci meaning they could not have the exactly thought about something and also do not have the conception of it.

“Only in a complicated and clo grammar structure can complicated and meticulous thinking develop. Helping he students to master the grammar rules, especially the highly tightly grammar structure, is the effective method leading the students think complicated and clo. ” [23] Chine grammar structure is very different from the English. In ancient Chine, there is not grammar or logic in human’s conception. After learning the English, Chine people developed their own grammar and further developed their logic, which is a part of thought. Chine people have studied the foreign language for a long time, so Chine logic and thinking，in very great degree, influenced by the different language and expressions. Once in contact with the very different language and want to understand or comprehend it, people inevitably must change their original thinking ways and try to think in the new pattern, gradually, in their minds they have two different thinking ways, maybe one is stronger than the other. It depends on the learners.

The structures of Chine and English discours are also different:

Structures of Chine and English Discour: [24] P48

"Kaplan drew attention to the indirect approach of some Chine and Korean writing, saying：

In this kind of writing, the development of the paragraph may be said to be turning and turning in a widening gyre..., such a development in a modern English paragraph would strike the English reader as awkward and unnecessarily indirect(1966)". [25]

When speaking or writing, Chine people would like to diverge their thoughts and then bring them back to the very starting point. They are accustomed to beating about the bush when they are talking, and hide the key point until the last moment, which is called a pattern of climaxing. The repetition of a certain discour structure of some words is widespread in the cyclical discour structure as a Chine rhetorical device. In ancient Chine language, the application of repetition is very common can be en. The repetition of a certain word, a ntence, a syllable, a rhyme scheme, or even a structure all corresponds with Chine circular pattern of thought. In the parallel structure of Chine discour, veral claus with the same number of words, similar structures, identical interjections, and similar rhyme schemes are ud and similar meanings are expresd. In this way, the mood is increasingly enforced.

The Chine discour structure is fairly perplexing for Western people, for they are ud to prenting the topic at a foremost place so as to arou the attention of the listeners or readers, which is kind of anticlimactic discour organization. The structure of Western discour is: the topic ntence is the staring point of the article followed by the specification of facts, and a conclusion in the end. This is a typical structure mirroring pattern of thought.

The English language learner must notice the great different between the two discour structures when they reading the English originals they must be led by the train of thought of the text. Once more the different discour structures poured into their minds where the strange thought comes into being. This process is that: lang硬盘修复命令uage determines the thought.

4.2 Some Evidences for Language Influencing Thought

4.2.1 The Chine Language Influences the Language Begin-learners’ English Expressions

Chine and English are very different in many ways, when Chine students study the foreign language (the English) , or in another word, come into contact with the different language which is the carrier of th盆腔在哪里ought and ideas they must change their usual thinking ways or try to accept the different expressions in order to understand the content what the English is said. But we may often notice that some students, especially the beginners, failed to say or write the right English. Some examples:

(5) 怎么做：How doing ?

(6) 好好学习，天天向上。Good good study，day day up !

(7) 他说谎，我不相信他。(Becau) He lies, I don’t believe he .

(8) 那年春天他们家里发生了一件不幸的事：That year Spring their home happened an unfortunate thing.

There are so much Chine thinking modes in the above English ntences. The students u Chine everyday and once asked to speak or write some English they inevitably influenced by Chine thought. Language determines the person speaking, writing, thinking ways, tho affectedness are hard to be discarded. So the Chine language influence Chine-speaking person who thought in the way what their mother language style has formed.

4.2.2 The English Expressions Influence Chine Language

By studying the foreign language--the English for a long time, students gradually guided by the English thinking ways, they attempt to adopt the expressions very different from Chine, during the understanding and receiving process they led by the train of thought of the material ,in other words，they were thinking in the English way before they knew it.

What is more, even when Chine people write some thing in Chine they also u the thinking modes of the foreigners (the English).As the Chine’s English learning develops, the u of passive condition ntences and the passive mark can be em more:

(9)使用时间如此之长的宫殿，在《史记》、《汉书》等文献中却从未被记载过。

(报纸)

(10)吴萍个性极强，但女人的弱点就是经不住被爱，尤其是被潇洒的人爱。(杂志)

(11)这架木制的钢琴本月17日在利物浦的披头士乐队博物馆被公开展示。(报刊)

(12)如果被以前那几条河都目录了两岸文明的衰落，那么，恒河则让自身发生了质变，也是这是比较发达的'结果，但这种结果比衰落更难于疗救。

《秋雨日记·千年巡拜》

(13)他在游泳时被淹死了。 (报刊)

(14)这天，他照例又被服用了药。 (报刊)

(15)我被定制了手机上网服务。 (口语)

(16)但是，虽然它是正常的，但是这个情况是可以被改善的。 (海归口语)

It is very strange for Chine people to say and write the above ntences which are incorrect in Chine grammar and will not be accepted as the traditional Chine language. In the above, it is unnecessary to u the passive to express even it is fal to u them. Using the passive in nowadays widely can prove that the English language has influenced the Chine people’s thought in a large extent through many channels both from the hearing things and the eing things.

The above examples is only one aspect to prove that after a long time to study foreign language (the English), Chine people are more or less receptive to the English thought. With the developing of our country’s English learning, our mother language must absorb the more English thought through many channels.

(17)因为我这次回国之前，在美国帮助一个公司，国内的公司去美东地区的十一所最TOP的学校去招聘。 (李新玉，全国工商联女企业家协会常务理事)

(18)总是想向国家或者单位或者某个用人的地方要东西，我觉得我特别信奉一句话,Don’t ask…… well，我又说英语了。 (李新玉)

(19)但是这句是英语的一个，OK，一个 saying。就是Don’t ask for it , work for it，就是说你去努力工作去得到你的东西，不是说你能要来的。 (李新玉)

(20)其实首先要我们自己先心态平点。我们别一去给人家interview的时候，就表现出好像我们是从哪儿来的。 (李新玉)

(21)但是关键是自己要show it , ok? (徐小平，新东方文化发展研究院院长)

(22)我想补充一句。其实我觉得呢,那个女孩本身就有价值，你们没有去pay她enough，我觉得是你之前的问题，所以说是你们管理上出了问题。 (李新玉)

(23)我的观点是刘洋不应该选择去接受这份工作，他的第一份offer。 (观众)

(24)领导也不重用我，真faint ，水土不服呀! (刘洋，海归)

(25)所以我真的需要一个就像徐老师说的，给我一个show的机会。 (培培)(26)其实我们每一个人在市场经济环境里面都面临一个，我又不想，要用英文词这个sale的问题。你要卖，首先你在没有工作之前要把自己卖给一个公司，首先你要把自己这个能力卖出去。你进了一个公司，要把你主意也要卖出去。所以我们经常，这是在包括美国公司里面经常用的一个词，叫sale idea，这个词用得很有道理。sale是一个要花劳动的，不是说它对，自然而然这个公司里就都接受了 (丁健，亚信科技(中国)有限公司董事长，1995年回国的海归)

(27)第二要经营，刚才咱们讲了很多“术”方面的问题，怎么样送resume，怎么样去让大家了解自己。 (白刚，光辉国际咨询(北京)有限公司客户总监)

(28)2004年，我跟investor讲，你不能只看现在百度的股票有多么expensive，要看它的foreground，但是还有很多investor miss了一个重要的opportunity。

(李彦宏，百度总裁兼CEO，1999回国创业的海归)

From example 17 to example 27 are the dialogue in the CCTV Program Dialogue in January, 27, 2004. Some of the speakers have studied abroad for years and their over-a experiences and in other words, they have embodied the English language unconsciously. When they were talking in Chine they would find it is difficult to speak all with their mother language even they could not express the exactly meaning in Chine and in English they could express freely. The reason why they speak in a strange way is that during the talking is that they failed to find the correct Chine characters to communicate the meaning in the first ns. Example 28 is the typical one, which include more English words in the speaking. This kind of speaking can be en more and more in our life. It is easy to find in the examples that the English influence Chine’s thought. In the following examples we can e the deeply influence upon Chine.

(29)但是就是，因为我发了两百多份，得到企业的答复或者面试的机会就相当得少，所以我心里就有一种沉重的感觉。 (刘钊，海归)

(30)留学生已经从卖方市场变成了人才市场的买方市场。 (徐小平)

(31)具体地说，到现在为止，是有一个深圳的单位拒绝了我。 (刘钊)

(32)后来新东方出了十万人民币让她到英国去读教育管理，结果才读了半年，现在需要人才，就特别打电话回来了。 (徐小平)

(33)我觉得跟人际关系没有，你放心，我觉得很多“海归”回来的这些在西方受到了足够时间长的教育，他不大会任人唯亲的。 (丁健)

(34)那么一个月以后，他现在在美国很大的一个顾问公司，找到一个很好的工作。(观众)

In example 29 and 30, there are some mistakes in Chine grammar and expression. The former is i猪腰怎么做好吃ncorrect neither in English nor in Chine logic, which can be due to the speaker’s habituation of speaking in English who adopted some English logic thinking ways no the corrects but speak it out in Chine words. In example 31, we can e the speaker’s thinking way is deeply influenced by English, the order is very correct in English and it is strange Chine expression. We could view the “特别” in example 32 as the mark of English language, Chine people ldom speaking in that ways. The example 33 is the most typical one to support the evidence that English language influences Chine thought, the correct Chine expression is “时间足够长”, as we know, in English the expression is “time enough”, the speaker is more familiar with the English than Chine for he had studied abroad many years and when he speaking this ntence he thought in an English way. The mistake in example 34’s is time- logic, in Chine the “一个月以后”and “现在”is wrong to expression the same time point“now”, but it is correct in English.

5. Conclusion

This thesis, through a comparative study of the relationship between language and thought, explores the difference thinking between Chine and English, as well as the inference that the Chine thought is influenced by the English language through the language learning and adopting. Language as the carrier of the thought can make its learners receive all its contents, no matter what. This is a hypothesis that English studying could influence Chine people’s thought in some aspects.

It is certain that my study makes no claim to completeness and further detailed rearch is left for future work. I hope this subject on how does the English influence Chine people will be dig deeply by later comers.