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ingual students, What influencedoes L2 have on learning passive voice of L3 and which language, Kazakh or Chinese, hasthe higher influence on learning passive voice of L3 are concerned in this thesis. There aredefinitely having some other errors that committed by subjects in the test papers. For example,just wrote some words on the papers, or dropped some words in the sentences, or writingerrors of words. The research collected the main errors the Kazakh bilingual studentscommitted frequently in their English passive voice that caused by Kazakh or Chinese. Inorder to obtain the data, a test has been done. After analyzing data and discussing data, themain findings of the research are that Kazakh bilingual students are influenced by theirmother tongue (Kazakh language) as well as their second language (Chinese) and L2 affectsthe Kazakh bilingual students’ learning of passive voice in L3 English more than Kazakh L1.Chinese plays an important role in learning L3 English passive voice for Kazakh bilingualstudents. Then the absence of tense in Chinese and Kazakh have negative transfer on theacquisition of English passive voice.Kazakh students desire to learn English well. They want teachers can help them in theirEnglish learning. The Kazakh bilingual students encounter lots of difficulties in learning thirdlanguage English. The level of the difficulty depends mostly on the extent to which the targetlanguage form was similar to or different from the first language(Kazakh) and secondlanguage(Chinese) structure. Both Kazakh and Chinese effect on Kazakh students’ Englishpassive voice learning. The effects can be negative and positive. Therefore, Kazakh bilingualstudents transferred a lot in learning English by their mother tongue and Chinese
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