Survey About The Effect Of Chinese Proficiency Of Mongolian Students On Their English Learning In Mongolian Senior High School

With the rapid economic development and the important status of economy of English country in the world, having a good knowledge of English becomes essential as being world language. So in many countries including China, learning English as a foreign language is inevitable. At the same time of this situation, the foreign language acquisition、 second language acquisition and acquisition of third language research become more and more popular. After several decades of exploration in language learning, the various aspects of the great development and progress have been reached. In this case, many linguists in the study of second language acquisition begin to think that the third language acquisition must be more complex than second language acquisition and began to focus on the problem. Mongolia is a typical ethnic group with the bilingual social environment and their education is bilingual education. So it brings me a lot questions like:whether having a bilingual environment or education is good for senior high Mongolian school’s students? And whether the learner whose Chinese proficiency is good can learn English easier than those learners whose Chinese is simple on the condition of same competence of their mother tongue. And also wants to find out the reason why the English sentences or small articles made by them are like typical Chinese sentences or articles but not Mongolian. This survey focuses on these series of problems and it wants to get the answer with the help of theoretical basis and analyzing method. By using the most advanced scientific theory as a foundation and made a lot of examples to analyze, it is not difficult to find that there is no direct relevance between the Chinese proficiency of Mongolian senior high school’s students with their English learning. So the conclusion is very clear that no direct relationship between their Chinese proficiency and English learning. But it may bring students many Chinese negative transfers. So we could not enlarge the impact of Chinese in Mongolian senior high school students’English learning. Every coin has its’ two sides. So we should see it adjectivally. And we should take full advantage of bilingual feature in our foreign language learning and teaching.