【正文】 sentences in Chinese is developed in the way as a bamboo grows with each upper piece ing out from the lower one which es out from the base。 further, the accumulation of sentences makes a text. Due to the plex and flexible subject and predicate, the Chinese sentences are diffusive. In contrast, an English sentence centers on the verb and necessarily has a subject so as to achieve an SV concord. With a clear level of clauses and a precise arrangement of meaning, the English sentence is pact. Pronunciation In Chinese, there are some similar pronunciations with English, like some consonants [p] [b], [t] [d], [s] [z], [m] [n], [f] [g], [k] [h], and some vowels [a:] [i] and [u]. VocabularyGenerally, English has a larger vocabulary. Nowadays, there are some ten thousands Characters in Chinese. It has accumulated to a large storeroom. All the factors considered, English has a quicker and more significant development than Chinese. Webster’s Third New International Dictionary, which was published in 1962, includes 480,000 million words. Chinese word has a surprising ability to bine another word and then form a new word. So Chinese has abundant phrases and the meanings of words vary in different phrases. Chinese words can express more clearly and make the descriptions more vivid. In some other part, Chinese is so brief that you use just one word to express a clear meaning. For example, 走means “go”, 吃 means “have some food by yourself”. To English, there are not only abundant basic word, but also a lot of loanwords which have enriched the vocabulary and make a lot of synonyms. In English, the word “thief” has 37 synonyms. On the other hand, the usage of preposition in Chinese and English are very different. Culture People grow up in different environments. They are growing in two deferent semis. They absorb the different nurture at different time and restricts. There are many good examples of misunderstanding between Chinese people and English speakers. A Chinese scholar went to America for further studies. One day, he missed his wife and children. He brought out a family photograph and stared at it. An American came over and saw the photo. He mented,” Your wife is beautiful.” The scholar felt embarrassed and said modestly, “Where, where”. Now it was the American’s turn to feel awkward. To be amusing, he had to say,“Everywhere”. In fact, for an American, to say “Your wife is beautiful” is just a way to show politeness, but a Chinese man may take it as a pliment. And about greetings, we are familiar with the questions like “你吃了嗎”(ni chi le ma)、“你到哪里去？(ni dao na li qu)”、“你每個(gè)月薪掙多少錢？(ni mei ge yue zheng duo shao qian)”, but the English speakers may take those questions as interference of their privacy and taboos. “It’s none of your business.” it is not taught in a classroom. The paradigm case would be that of a young child going to live in another country and learning that country’s language, not by any explicit teaching, but by interacting with playmates, as, for example, an Englishspeaking 4yearold girl from London who goes to Beijing with her parents. Through playing with Chinese children, she soon learns Chinese.The older is the child, however, the greater is the role that language plays in social interaction and the more the person will experience difficulty in being accepted. Peer group acceptance bees a problem, especially around the age of puberty. Even children who speak the same language but e from different schools or towns have difficulty in gaining acceptance. Without such acceptance, secondlanguage learning in a natural situation can hardly begin.Second, the “Classroom Situation”. The classroom for secondlanguage learning is a planned, or some might say, an artificially constructed, situation. As we all know, physically, there is a room which is arranged so that it is isolated from the rest of life. In the room there is a teacher and a number of students. The teacher is the one who knows the language and the students are there to learn the language. In the enclosed space of the classroom, nothing happens unless the teacher makes it happen. Students do not act on their owns but follow the directions of the teacher. All other aspects of life are suspended or subordinated to language learning. This, of course, is very different from the home or street where the learner eats at a table, walks around doing things, bathes, plays outdoor games, etc., all while hearing and using language in conjunction with these activities.In the natural situation, language is but one aspect of life, an aspect which acpanies other life events. In the classroom, however, language itself bees the prime aspect of life around which all else revolves. The language that is to be experienced by the students is planned. And whether the classroom is in a school that is in the munity where the second language is spoken is a matter of some importance, for this will determine whether students will have access to a natural situation outside of the class and thereby may supplement their classroom learning. Attitudes and MotivationsAnother two critical factors that can contribute a lot of failure and success to English learning are attitude and motivation because they predict the amount of time a learner would apply to the task of language learning. As a verb says “attitude decides destiny.” The same is true in English study. The attitude towards English study decides both your writing skills and reading skills and the proficiency that is acquired or developed through training or experience.Motivation is the intellectual engine of their deeds and English motivation is the interior momentum in learning it. It is considered as one of the most critical factors in English study. They can stimulate one’s curiosity and attention to the content of English and cultivate one’s inspiration in finding the substance with all one39