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glish teaching and learning for Mongolian English majors. This study provides evidence of conceptual transfer and enriches SLA research in Chinese context. The studies of conceptual transfer based on corpus have become one of the current trends in SLA research.  Especially, this study aims to explore the features of prepositional usage of Mongolian English majors and try to find underlying causes of the conceptual transfer between Mongolian, Chinese and English. 

In addition, this study is an empirical study based on corpus, which has certain methodological significance. The corpus data is very  representative and the research is  reproducible,  which  makes  the  research  results  further  tested  in  the  future  and makes the research as scientific and objective as possible. 

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Chapter II Literature Review

2.1 Definition of key terms

2.1.1 Language Transfer

Language  transfer  is  an  important  issue  in  the  field  of  second  language acquisition.  Mother  tongue  influences  second  language  acquisition,  which  is  first called  'language  interference'  rather  than  'language  transfer'.  Later,  it  was  called 'language transfer', 'mother tongue influence' or 'cross language influence'.

Osgood (1953) held that language transfer is an important part of SLA research. According to Gass & Selinker (1983), it is only a concept to describe the phenomenon of  interlanguage.  However,  some  scholars  though  that  transfer  is  a  basic  rule  of human  cognition,  and  language  transfer  cannot  be  defined  casually.(Dechert  & Raupach, 1989)

From the perspective of behaviorism, Fries (1952) believed that learning another language  may  be  a  very  different  task,  because  it  is  interfered  by  previous  language knowledge. The habit of language learning has been formed. When learners encounter a new set of language knowledge, they will have problems. Lado  (1957),  based  on  Fries'  view  and  under  the  influence  of  structural linguistics, put forward the view that the more similar the mother tongue is, the less difficult  the  learners  will  encounter,  and  the  greater  the  difference  is,  the  more confused  they  will  encounter.  Therefore,  if  teachers  compare  the  recipient  language with  the  source  language  to  help  students  better  understand  different  languages  and predict the location of errors, they can help students make more correct output.

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2.2 Theoretical foundations

2.2.1 Conceptual transfer theoretical frame work

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