Review of Related Literature:

In the research paper of Manfred Wu Man Fat called Problems Faced by

Chinese Learners in L2 English Learning and Pedagogic Recommendations from
an Inter-Cultural Communication Perspective: According to the Sapir-Whorf
Hypothesis, the languages we learned when we was a child reflected in how we
think and view the world. Therefore, language is no means neutral and it directly
influences ones entire life. It is impossible to us to learn our second language
fast and accurate. Communication between people of different cultures is a
process of challenging others' values, beliefs and ways of expressing
themselves. Very often, miscommunication between members of different
cultures is not due to linguistic incompetence but a lot of other cultural
differences. A number of studies have found that there were frequent omissions
of relative pronouns in relative clauses among tertiary students in Hong Kong
(Berry, 1992). Chinese L2 learners of English also have difficulties in the
expression of time order, names, subject-verb agreement, direct and indirect
expression, phonology, affixation, suffixes, etc. (Li and Thompson, 1990; Wong,
1988). L2 learners need to know the culturally-determined patterns of verbal and
non-verbal communication which native speakers follow, the unwritten rules of
speaking, the appropriate styles of spoken and written language for different
situations, and the non-verbal communication signals most commonly used in
English-speaking cultures in addition to the mere competence in grammar and
vocabulary (e.g., Oskaar, 1993; Willems, 1996).
Common Problems Faced by Chinese Learners

Concept of Time Reasoning

A common complaint by westerners in communicating with Chinese
is that they always do not focus on getting things done in an efficient
manner. Part of the reason is the huge difference in the Chinese and
western worldviews.

Organization of Society
Most teachers who teach Chinese Students for the first time will

think that Chinese Students are passive in the classroom. When the
teacher think that they are passive, they will not listen in the discussion.

Pronunciation and Intonation

The distinctive system of pronunciation and intonation between
Chinese and English is different so they have difficulties in speaking
English.

Grammatical Errors
Apart from topic-prominence, the non-inflected nature of the
Chinese
Language also contributes to ICC problems for Chinese L2 learners
(Wong, 1988; Chang, 1987; Li & Thompson, 1990). Levinson (1983)
points out in Chinese and other language without true tenses the concept
of time is expressed by adverbs as well as other implicit and contextual
assumptions. Another factor which contributes to the difficulties of
Chinese L2 learners in learning tenses is the difference in the concept of
time of Chinese as compared to native speakers of English (Hinkel, 1992;
Guiora, 1983; Coppetiers, 1987; Levinson, 1983)

Common English mistakes made by native Chinese speakers

In the research paper of Philip Guo, Chinese students have many
confusion in English Subjects especially grammars.
Examples:
1. Gender Confusion In Chinese, they dont separate gender pronouns.
2. Singular/Plural Noun Confusion In Chinese, they dont separate singular
and plural forms for nouns,
3. SVA Confusion - In Chinese, there is no such thing as verb conjugation
to match with the corresponding subject
4. Verb Tense Confusion - In Chinese, there is no such thing as verb
conjugation to denote tenses

5. Omitting or inserting articles - In Chinese, there is no need for articles

(a, an, the) in front of nouns, so Chinese
speakers
appropriate

often

article

forget

when

to

speaking

place
or

the

writing

English.,
6. Confusing Prepositions - The correct use of prepositions
(e.g., in, at, on, to, into) is often difficult for nonnative English speakers to master.
7. Mixing up first and last names - In Chinese, people's last (family) names
are
names,

spoken and written before their first

the

exact

reverse

of

English

conventions.

Chinese has 3 different version, it has Wu, Cantonese and Taiwanese and
Mandarin. That is why many Chinese have problems in English because they are
confused with pronunciation and spelling of English Words. They also find it
difficult in hearing the difference between l and r, and Southern Chinese have
difficulties also in l and n. Also in grammar, they had mistaken using verbs and
sometimes they didnt use verbs in a sentences.
In summary, sharing of knowledge and skills, comparative analysis of
cultures conducted by learners and teachers themselves, providing their
experiences through visits and activities, comparative analysis of the linguistics
aspects are effective means to develop Chinese learners intercultural
competence as well as to raise the tolerance of both learners and teachers
towards other cultures.
However, teachers should bear in mind that more contacts with other
cultures do not necessarily result in higher intercultural awareness. It is because
more contacts might reinforce negative stereotypes and discriminations. What is
important is that teachers should prepare learners with proper information,
attitudes and post-contact explanations in conducting activities and to raise their
interests towards the target culture.