A Research On Difficulties Of Mongolian Senior High School Students In English Taught In Mongolian And Chinese

The research is targeted in 180 students taught in Mongolian and Chinese in No.1 Senior High School of Horqin Left Back Banner in Tongliao city, Inner Mongolia, using questionnaire survey and interview to observe the current situation of English learning difficulties in September,2014. In the investigation, four students and three teachers were interviewed, and the researcher did two times’ class observations in September. Firstly, the research describes policy evolution of English course under the condition of teaching in Mongolian and Chinese. There are three principal research questions:(1) What difficulties do the Mongolian students meet in English teaching taught in Mongolian and Chinese? (2) What difficulties do the Mongolian students meet in the transformation of thoughts in the three languages? (3) How does the teachers’ teaching language influence on the students English learning? Then, major reasons for difficulties, occurring when senior high school students of the Mongol nationality learn English under the condition of teaching in Mongolian and Chinese, are discussed by combining education policies, teachers’ qualification and students’ Chinese level from views of subject and object evaluation, external and internal causes, and the teacher should choose teaching language to meet the students’ need, which is valuable to innovate and improve the courses.There are two main findings in this study:First, senior high school students in high schools of the Mongol nationality under the condition of teaching in Mongolian and Chinese have difficulty in English learning, reflecting in writing, grammar and mastery of learning method. Second, the reasons causing these difficulties are various, including external factor such as social, school and education policies and personal factors such as students’English foundation, Chinese level and mastery of learning methods.Owing to the limitation of the conditions and ability, there are some deficiencies in this paper. First, since I am not the Mongolian, the research is not terribly clear-cut that Mongolian has effect on English learning of positive or negative transfer, that the researchers in the future can give a further investigation. Second, there is distinction among the Mongolian students to learn English in the starting period, but it is not covered in this paper. Therefore, age, gender and English learning difficulties of data need to be verified and interpretation. Third, due to the limitation of time and ability, questionnaire survey failed to give the comparison between minority’s stray areas and ethnic minority’s areas about English learning difficulties so that the angle of view about ethnic group students’English learning difficulties’research is not comprehensive. On the basis of the survey, people should continue to investigate the situation of English learning difficulties in different areas, students on the different stages and different ages to solve difficulties in English learning and provide more abundant evidences for ethnic group students.