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tention at a high awareness. (2) During theprocess of learning English, the dictionaries, reference and grammar books which areavailable, are all composed in Chinese. Chinese is much simpler in expression compared toMongolian. It is rarely seen a student who cannot understand Chinese fully but also learnsEnglish well. Mongolian students with a higher Chinese proficiency will find it easier to learnEnglish. Therefore, it is important for the Mongolians to improve their Chinese if they want toimprove their English.

Works Cited
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2Corder, S. P. Error Analysis and Interlanguage. Oxford: Oxford University Press, 1981
3 “Idiosyncratic Dialects and Error Analysis.” International Review of Applied Linguistics4 (1971): 149-59.
4Dulay, H., M. Burt, and S. D. Krashen. Language Two. New York: Oxford University Press,1982.
5Ellis, R. The Study of Second Language Acquisition. Oxford: Oxford University Press, 1994.
6Understanding Second Language Acquisition. Shanghai: Shanghai Foreign LanguageEducational Press, 2000.
7Fries, C. Teaching and Learning English as a Foreign Language. Ann Arbor, Michigan:University of Michigan Press, 1945.
8Heaton, J. B., and N. D. Turton. Longman Dictionary of Common Errors. London: LongmanGroup Limited, 1987.
9James, C. Errors in Language Learning and Use: Exploring Error Analysis. London: LongmanGroup Limited, 1998.
10Johnson, K., and H. Johnson. Encyclopedic Dictionary of Applied Linguistics: A Handbookfor Language Teaching. Beijing: Foreign Language Teaching and Research Press, 2001.

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