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finition oftransfer is the most important concept in educational theories and practice. Odlin(1989)defined “language transfer” as the influence on the foreign language learning resulting fromthe similarities and differences between the second language and the native language thelearner acquired before. Now it is accepted by linguists, even though Odlin just points out thecause of transfer. Ellis(2002) believed that language transfer is a strategy of learning thelanguage learners mastered, borrowing the past-learned knowledge of native language in theforeign language learning.

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3. Research Methodology......... 17
3.1 Research aims...... 17
3.2 Research questions........17
3.3 Subjects....... 17
3.4 Instrument............ 17
3.5 Research procedures..... 18
3.5.1 Data collection............ 18
3.5.2 Data analysis......18
4. Results and Discussion..........19
4.1 Comparison of Passive Voice in Kazakh, Chinese and English...........19
4.2 Error analysis....... 22
4.3 Result of the test papers.........26
5.Conclusion.............30
5.1 Main findings.......30
5.2 Pedagogical Implications.......30
5.3 Limitations and suggestions........... 31

4. Results and Discussion

This chapter is present a detailed description of data collected from the test. It begins withthe comparison of the errors made by subjects, so as to display the language transfersinfluence on English passive voice learning origin from. Then an analysis on the results of thetranslation test with the SPSS will be discussed.

4.1 Comparison of Passive Voice in Kazakh, Chinese and English
In Kazakh language, when an active sentence is changed into passive voice, suffix will beadded to the end of the predicate verbs, the suffixes will change according to the form ofverbs. The suffix usually formed as verb+(le, eli, elde), for example, jinalde(cleaned) isformed by the verb jina (clean) suffix el (jinalde=jina+le). If the verb end of al, it adds n, en,an. Such as alende (took) is formed by the verb al(take) plus n(alende=al+n).It is not used asmuch as its English equivalent for the sake of elegant variation, e.g. instead of “he wasrebuked by his father', a Kazakh is more likely to say 'his father rebuked him'. Anotherdifference from English idiom is that when basta- ‘to begin' is constructed with a passive verbit is put in the passive itself: ‘Olar bul is-ti basta-gal-jatir ' ‘they are beginning to do this job';‘is basta-lip iste-lip-jatir ‘this job is beginning to be done' ('is-being-begun to-be-done'). Butthe most remarkable feature of the Kazakh passive is its impersonal use: Nege jalgansoyle-y-de? 'why are lies told ?', i.e. ‘why do people tell lies ?' In this example the passiveverb appears to have a subject, but impersonal passives are also regularly formed fromintransitive verbs and then have no conceivable grammatical subject.
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Conclusion

This part concludes the major findings of the research and indicates the implication forthe English learning and teaching of Kazakh bilingual students and admits the limitation ofthe present research, and offers the research suggestions for further research.As we know, Kazakh (L1) has influenced on learners’ second language acquisition. HowKazakh (L1) transfer affects English learning of Kazakh bil