A Study On The Influence Of Chinese Learning Strategies On English Learning Strategies Of Tibetan Senior Middle School Students

China is a multi-ethnic country,and ethnic minorities not only learn their own minority languages,but also master other languages and get themselves integrated into the modern society.Because of the particularity of Tibetan high school students' growing and learning environment,the way to improve Tibetan high school students' English learning has been baffling to the teachers who are engaged in Tibetan English teaching.As a third language,English is learned by Tibetan students from grade three in primary school.Chinese,as a second language for Tibetan students,plays an important role in English learning,although Chinese sometimes makes some Tibetan students face difficulties in English learning for the reason that most of Tibetan student learn English through Chinese.The premise of learning a foreign language is to master effective learning strategies.There is a close relationship between the efficiency of English learning and some important points,which mainly include the scientific and effective learning strategies and the way to use them well.Only when students actively want to learn and mater the effective learning strategies can they promote the improvement of their learning effect.This paper mainly investigates the characteristics of Chinese and English learning strategies of Tibetan students,and then analyzes the use of learning strategies of Tibetan students in Chinese and English.The strategies of Chinese learning are used to improve the English learners' English proficiency,and the effect of learning strategy on English learning.This study also aims to investigate the impact of Chinese learning strategies on the use of English learning so that English teachers can have a better understanding of the Tibetan students' language learning strategies and effectively guide the learning strategies of Tibetan high school students at different levels of Chinese(different students with different Chinese level)learning.Firstly,the results show that there is no significant difference in gender in using English learning strategies.Second,English learning strategies do not have significant differences for senior one and two students in Tibetan senior middle school.Third,the students from the pastoral areas use meta-cognitive strategies less frequently than those from the county or city.Fourth,the students frequently use some Chinese learning strategies.From this study,significant differences in the study of English and Chinese learning strategies exist,and the frequency of the use of learning strategies in learning Chinese language is much higher than that of the use of learning strategies in English learning.According to the nearly three month experimental study in Class Ten Senior One of Lhasa Middle School,it is clear that the effective application of learning strategies directly affects the quality of learners' learning.The students properly apply some of the Chinese learning strategies to their English learning resulting in raising their performances in English examination.To improve Tibetan high school students' learning efficiency and achievement,it is necessary to raise their awareness of using learning strategies so as to enhance their understanding on the using of their learning strategies.Teachers in Tibetan school should instruct the students to apply their Chinese learning strategies properly in their English learning.