Tibet Tibetan Junior High School English Learning Investigation Of The Main Factors

In recent years, the country has attached great importance to the education in minority areas. The research in language learning is a most important study field in our national education. There are remarkable differences of psychological quality, way of thinking among the Tibetan students, due to the Tibet’s unique history, culture, geographical and economic conditions as well as special education language policy in Tibet: bilingual teaching, which all contribute to making English as a third language. As a result, this essay aims to find out the difficulties in English learning by studying their English learning problems, analyzing the influence of various factors and understanding the students’ English learning situation so that we can provide the basis for exploring effective teaching methods and also improve the English learning quality of Tibetan junior high school students in Tibetan areas.This article which is based on the existing literature and theoretical framework of language learning theory selects parts of Tibet middle school students as the research object in order to discuss the main difficulties and factors of Tibetan junior high school students in English study through the learner’s individual differences and language impact. Based on the theory of pedagogy, linguistics, etc, and combined with the empirical research such as questionnaire, interview and so on, it further analyzes the learning attitude, strategies, factors such as motivation and language cultural characteristics, and how these factors impact on Tibetan junior high school students’ English learning.Through interview and questionnaire survey, understanding the basic situation of Tibetan students’ English learning, and analyzing the survey data by teaching practice, the results are as follows: Tibetan students’attitude towards English learning changes from curiosity to gradually losing interest because of lack of language environment and learning motivation; The experience of English learning in Primary school does not make students form good study habits and know how to use effective learning methods; On language migration, the student’s native language and Chinese both make positive and negative transfer on English learning. In the process of English study, students often understand and master English knowledge instructed by Chinese. Moreover, there are differences between students’ Chinese level. The students with higher level will be able to understand English knowledge with the help of Chinese, but the students with lower level often understand its meaning by means of mother tongue. Last but not least, the connection of Tibetan, Han and English languages tends to make students misuse language rules, which influences the speed and efficiency of English learning.