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Conclusion

The last chapter is a conclusion part which summarizes major findings for threeresearch questions, discusses theoretical and practical implications, points out somelimitations exist in this study, and puts forward corresponding suggestions for thefurther research.The present study is concerned with the influence of L2 Chinese at the lexicon inMongolian learners’ L3 English writings to confirm L2 interlanguage transferhypothesis through exploring the correlation both between their L1 proficiency andL3 proficiency, and between their L2 proficiency and L3 proficiency, differencesbetween higher L2 proficiency group and lower L2 proficiency group in the lexicaluse, and underlying causes to result in a higher amount of L2 negative transfers incompositions by means of the correlation analysis between scores of L1 Mongolianand L3 English as well as correlation analysis between scores of L2 Chinese and L3English in achievement tests, identification and classification of lexical errors incompositions, and analysis of data collected from questionnaires in order. The majorfindings that have been revealed are listed as follows:
(1) Firstly, as data indicated, there was almost no correlation between L1Mongolian proficiency and L3 English proficiency while there was a low positivecorrelation between L2 Chinese proficiency and L3 English proficiency of Mongolianhigh school students, which indicated that Mongolian learners were much influencedby their L2 Chinese in the production of L3 English lexis rather than L1 Mongolian.
(2) Secondly, our study demonstrated that lexical errors played a vital role inlearners’ errors as a number of errors of lexis were discovered in written essays ofMongolian students. In terms of frequency of ten types of errors in the lexis, errors insubstitution was the most frequently occurred ones, and then errors of absence, wordbuilding, redundancy, spelling, order, part of speech, capitalization, ambiguity andrepetition in order. Generally speaking, it showed that the difference on the frequencyof English lexical errors between higher L2 proficiency group and lower L2 proficiency group was very significant indicating that L2 Chinese played an importantrole in L3 English written productions of two groups of subjects. And both of themmade many lexical errors in L3 English writings, but more lexical errors were foundin students with higher L2 proficiency in comparison with those with lower L2proficiency. Specifically, students who were more proficient in Chinese made moreerrors at the lexical level than those who were less proficient in spelling, wordbuilding, capitalization, order, part of speech, absence and redundancy except forsubstitution, repetition, and ambiguity. Among of them, two kinds of L2 proficiencygroups displayed a significant difference in the frequency of two sorts of lexical errorsincluding spelling and word building only.
(3) Thirdly, three key factors accounted for the phenomenon that a larger numberof morphemes from Chinese were transferred into English written productionsincluding linguistic typology, language proficiency, and recency. Typologically, owingto the same word order of Chinese and English, the lexical transfer of Chinese inEnglish was indispensable, which offered the strongest evidence for its occurrence inL3 English acquisition. Apart from it, with regard to language proficiency, high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。