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at thirdlanguage was a concept that was not always equal to the number of languages that alearner acquired. This paper chooses the designation of L3 referring to a language thatis currently being acquired and L2 that can be either a kind of language or severallanguages after L1. It is worthwhile to note that L3 does not mean the third languagethat a learner acquires.
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Chapter Three Research Methodology ...........23
3.1 Research Questions.....23
3.2 Research Subjects .......23
3.3 Research Instruments ...........24
3.4 Research Procedures of Data Collection and Processing ..........26
Chapter Four Results and Discussions............28
4.1 The Correlation between L1, L2 and L3 Proficiency .......28
4.2 The Relationship between L2 Proficiency and Lexical Errors ...........30
4.2.1 Frequency of Lexical Errors ........30
4.2.2 L2 Proficiency and L3 Proficiency .......37
4.2.3 L2 Proficiency and Lexical Errors........41
4.3 Underlying Causes of L2 Lexical Negative Transfer in L3 Writings ..........43
4.3.1 Linguistic Typology ............44
4.3.2 Language Proficiency .........46
4.3.3 Recency.............48
Chapter Five Conclusion.......51
5.1 Major Findings............51
5.2 Implications for TLA ...........52
5.2.1 Implications for Theoretical Development of TLA .........52
5.2.2 Implications for English Teaching in Mongolian District ........53
5.3 Limitations and Further Research Suggestions........55

Chapter Four Results and Discussions

This chapter is about results of the present study regarding the correlationbetween L1 proficiency and L3 proficiency, correlation between L2 proficiency andL3 proficiency, relationship between L2 proficiency and L3 lexical errors, andpossible reasons of the L2 negative effect on L3 writings to make an in-depth analysisof the influence from Chinese proficiency on the lexical use in Mongolian students’English writings through the application of interlanguage transfer hypothesis and erroranalysis theory.

4.1 The Correlation between L1, L2 and L3 Proficiency

This part starts with a Pearson correlation analysis between L1 proficiency andL3 proficiency and then analyzes the Pearson correlation between L2 proficiency andL3 proficiency to look at how results of Mongolian and English tests as well as resultsof Chinese and English tests are correlated respectively to determine whether L1Mongolian or L2 Chinese is positively correlated with L3 English, which is arrived atvia SPSS (version 17.0). Table 4.1 presents the correlation between L1 Mongolianproficiency and L3 English proficiency while table 4.2 manifests the correlationbetween L2 Chinese proficiency and L3 English proficiency.Table 4.1 shows that there is almost no correlation between scores of L1Mongolian and L3 English as Pearson correlation coefficient is 0.101, sig. (2-tailed) is0.301>0.05, which indicates that L1 proficiency doesn’t have an influence on L3English acquisition of Mongolian learners, which nearly supports the result obtainedfrom Cai Fengzhen (2012 a) who found that L2 Chinese exerted a greater influencethan L1 Uygur in L3 English acquisition. Therefore, it is probable that first languagesof minority learners whose L2s are Chinese do not play or play an important part inthe acquisition of L3 English to some本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。