An Analysis Of Typical Grammatical Errors In Mongolian Junior Art School Students’ English Writing

With China’s innovation of educational system and the enlargement of enrollment scale in Art Colleges, Secondary Art Schools of the country have been grown gradually in recent years,and the proportion of Mongolian art school students in Inner Mongolia is increasing correspondingly. As a special learning group in China, the Mongo lian art school students have to study their major of art as well as general junior high school courses. Obviously, their learning burden is heavier than those of ordinary junior high school students’.As we all know, being an international language and a communication tool, English receives great attention from many aspects of China.In high school education, English is a compulsory course that students must take and is a test required for further education. However, in the process of English learning,Mongolian students are not only influenced by their native language Mongolian,but also by their second language---Chinese. Thus, their learning difficulty is much larger than those of Han students.In recent years, there have been an increasing number of Error Analysis studies, of which most concentrate on the influence of L1 on L2 or L1 on L3 in terms of written expression, and relatively few studies are devoted to English grammar from the perspective of the influence of L1 and L2 on L3. Therefore, concerning these points, the researcher of the present thesis carried out an empirical research to find out the influence of typical Mongolian(L1) and Chinese(L2) grammar structures on Mongolian junior art school students` English writing. The study attempts to answer the following research questions:(1) What are the major types of grammar errors in Mongolian junior art school students’ English writing?(2)Which kinds of error take a larger proportion in Mongo lian junior art school students’ English writing interlingual errors or intralingual errors ?(3)Which language mostly interferes the Mongolian junior art school students’ English writing, Mongolian or Chinese?The present thesis adopts empirical research method to investigate the influence of typical Mongolian and Chinese grammar structures on Mongolian junior art school students’ English writing. Thirty eight Mongolian junior art students from the Attached Middle School of Art College of Inner Mongo lia Univers ity are chosen to partic ipate in the research. The data are collected through students’ writing samp les, and interview. The author asked students to write three compositions in order to collect the typical grammar errors in their English writing. Interview is done to see how the participants think about the influence of typical Mongolian and Chinese grammar structures on their English writing.The author used SPSS 17.0 to analyze the collected data from the students’ writing samples and interview. The research find ings are:(1) In Mongolian junior art school students’ English writing, verb morphological errors occupies a larger percentage than other types.(2) In Mongo lian junior art school students’ English writing, interlingual errors play a dominant role.(3) From the research findings a conclusion can be drawn that though Mongolian plays a dominant role in Mongolian junior art school students’ English learning, Chinese has a certain influence on their English learning.The present thesis makes a systematic classification of interlingual and intralingual errors in Mongolian junior art school students’ English writing and provides a basis for teachers to have an understanding of the typical English grammar errors of these students and offers some suggestions for the improvement of Mongolian junior art school students’ English teaching.