L1 Kazakh And L2 Chinese Influence L3 English On Senior Bilingual Kazakh Students Passive Voice Learning

Trilingual language acquisition is a new field that researched on language transfer from1980 s.Since English course is taken in ethnic minority region in the west of China,English classroom has been involved deeply with trilingual teaching.Minority students have to learn a foreign language English as third language,besides native language(L1)and Chinese(L2).It is more difficulty for the minority students to learn English at the unique learning environment.Based on previous studies,many results on second language acquisition have been made by researchers,but few empirical researchers investigated L1 and L2 influence of Kazakh bilingual students' learning third language English L3.So passive voice is selected as research objective,and the research attempts to find answers to the following questions:(1)Do L1 Kazakh and L2 Chinese influence learning L3 English passive voice?(2)Is there any difference in influence of L3 passive voice by L1 and L2?The research selected 60 Kazakh bilingual students in Grade Two in a senior middle school in Yining in Xinjiang as subjects.The students' translation tests are used to make analyze.Firstly,describes the errors that Kazakh students commit according to the contrastive analysis and third language acquisition theories.It found that errors in tense,errors in past participles and omission the link verb are the main errors for Kazakh bilingual students.Secondly,according to Chi-square test the research found that the Chinese effects more on Kazakh bilingual students' English learning.According to the results and analysis on the collected data,the research found: Kazakh bilingual students are influenced by Kazakh language(L1)and their Chinese(L2).Chinese(L2)plays an important role in learning English passive voice in Kazakh bilingual students.The absence of tense in Chinese and Kazakh have negative transfer on the acquisition of English passive voice.At the end of the research,it put forward some strategies in order to improve Kazakh bilingual students' English learning.The research hoped the results support the bilingual teaching and the development of third language teaching.