An Analysis On Qiang Middle School Students’ Thinking Mechanism From The Perspective Of"CKBDS"

The Qiang is a nationality with a long history in China. Over the years, as a result of thesocial economy, language environment, cultural background and other factors, the Qiangstudents’ English learning are long-term backward with the mainland students taking English assecond language learning. English teachers in areas of Qiang are lack of the necessaryprofessional knowledge, the necessary understanding on cross-linguistic influence andmultilingual teaching, then lead to the difficulties in English teaching, the students furtherdeterioration in the study of English, and the low quality of English teaching in the area. Thisarticle from the "Cognition—Knowledge Bilingual Double Structures" theory, combined withcognitive assimilation, cognition discovery, meaningful learning, second language acquisition,language transfer theory, analyzed the current situation of Qiang students in theQiang-Chinese-English trilingual environment", and their psychological mechanism in theprocess of English learning. Through a survey of two groups students in Beichuan QiangAutonomous County, and scientific analysis to the questionnaire data, to provide the basis forthe study of English Teaching in ethnic areas of Beichuan under a multilingual environment,provide useful information for the teaching and language teachers of the area.This paper consists of seven chapters: the first chapter is the introduction, brieflydescribes the whole thesis theme, structure, purpose, significance. The second chapter is thetheoretical background. The third chapter analyzes the theoretical starting point of the"Cognition—Knowledge Bilingual Double Structures". The fourth chapter is the comparativeanalysis of the Qiang language, Chinese and English; and describes the influence ofcross-linguistic on Qiang students’ English learning from the perspective of language transfer.The fifth chapter through the "Cognition—Knowledge Bilingual Double Structures" theoryanalyze the internal mechanism that influence Qiang students’ English learning. The sixthchapter carries on the analysis to the questionnaire data, and further proves the analysis ofintrinsic mechanism put forward in the fifth chapter. The seventh chapter is the conclusion.Through the analysis above, based on the Qiang area’s unique English teaching conditions,put forward the corresponding improvement suggestions.