A Study On The Positive And Negative Effects Of Tibetan Junior High Students’ Thinking Pattern On English Learning

The study is based on the theory of linguistics, pedagogy and psychology, and the research objects are Tibetan high school students. This paper combined with theoretical analysis and practical research, carried on a research through thinking styles inventory, senior high school entrance examination and SPSS. And it focuses on the following three contents:1) Tibetan junior high students’ thinking style preferences and the similarities and differences with Han nationality junior high students’.2) The causes and problems of Tibetan junior high students’ thinking style preferences and the relevance to English learning.3) How to improve Tibetan junior high students’English competence.According to the research,1) Tibetan junior high students’thinking style shows certain type differences, the type of External, Legislative and Executive got high scores and the scores of Internal and Local are low.2) From the Stemberg’s theory of mental self-government, except the scores of Executive and Oligarchic are higher than Han, Tibetan and Han junior high school students’ thinking style has strong consistency.3) From Lifang-Zhang’s three-dimensional model, Han junior high school students tends to more creativity-generating and denote higher levels of cognitive complexity.4) The relationship between thinking style and English learning score is not significant, but local, legislative and liberal have a strong negative effect with English score.5) Phonetics is related to low score group’s thinking style of external, cloze is related to high score group’s conservative, and comprehension is related to high score group’s legislative and monarchic.This paper is based on the current situation of approximation of Tibetan and Han English teaching mode, try to research on Tibetan junior high school students’thinking style preferences, elaborating the similarities and differences of thinking style between Tibetan and Han, and proposing that Tibetan English teaching should aim at Tibetan’s unique culture and students’ characteristics of open-minded and diffidence. The author attempt to raise related educators’ concern about Tibetan students’ specificity and the suggestions are as follows:1) Change the traditional ways of teaching and utilize the preference of thinking styles, so that they can improve English learning efficiency by improving their strength and cultivate other creatively thinking styles. Problem-orientated teaching with group work and competition may be a good choice.2) Enrich the evaluation method, such as using the form of group discussion to estimate the performance of each member.3) Guide the students to understand their own thinking styles to avoid weaknesses.The above mentioned are the main parts of the paper, hoping that research will make contributions to the development of Tibet’s English teaching in theory and practice.