The Influence of Minority Languages on English Learning

First, the influence of language learning habits on minority students' English learning

1. The influence of minority students' mother tongue learning habits on English learning. Minority students are different from Han students. English is often learned as a third language, and they should learn Chinese on the basis of mastering their mother tongue. However, there are significant differences in the mother tongue structure and language expression habits of different ethnic groups, and this difference in language habits has become a restrictive factor for local students' English learning. Minority mother tongues show different habits from English in vocabulary pronunciation, word meaning expression, grammatical structure and sentence pattern transformation. For example, the native language of Xinjiang Uyghur is Uyghur, and its language habits include 32 letters, 8 original sounds and 24 consonants, with vowels as the dividing line. This is similar to English. With the deepening of minority students' English learning, there is a consistent correlation between letters and phonemes in Uygur language. For local students, it is customary to practice their mother tongue spelling by mastering letters and pronunciations. As long as you master the language expression habits of letters and pronunciations, you can read effectively. However, English belongs to the Indo-European language family, and language expression habits do not mean that letters and pronunciations are the basis of English spelling and reading. English has no specific language expression rules. Even the same letter may have more than n pronunciations in different phonetic environments and even different words. If minority students take letters and pronunciations as an introductory guide to English learning, it is easy to confuse the phonetic symbols of English words, let alone the specific spelling. At this time, the established habit of minority students' mother tongue language expression has a negative transfer effect on English language learning, that is, it plays a corresponding restrictive role. If minority students are still stuck in the language habits of mother tongue letters and pronunciations, it will be difficult to grasp the laws of English learning and fully understand the essence of English learning. In addition, the thinking habits of language expression are also very different. Both English and Chinese can be translated literally, such as beautiful. Very beautiful. However, ethnic minority areas are more accustomed to the sentence pattern of Let us ..., which has a certain imperative color. Under the negative influence of mother tongue habits, minority students gradually lose interest in English learning.

2. The influence of Chinese learning habits of minority students on English learning. Besides learning English, the second language of minority students is Chinese. Requiring minority students to master Putonghua is an educational strategy to revitalize minority culture and economy. In essence, Chinese is also obviously different from the native language expression habits in ethnic minority areas. From the perspective of language system, English belongs to the category of intonation, while Chinese belongs to intonation. The obvious differences between the two phonetic categories determine their different language expression habits. They also have some differences in phoneme system. According to the influence of ethnic minority students' mother tongue learning habits, they often use Chinese vocabulary as a pedal when learning English. Some simple English words can be mastered through Chinese meanings, such as bananas and learning. With the deepening of English learning, minority students accept a large number of new words every day. With the increase of vocabulary, it is difficult to remember many words clearly if Chinese is used as a language learning habit. For example: potential. The established language learning habits caused by different word order structures also have a negative impact on English language learning, and the original Chinese language habits can not adapt to the current English learning and mastery.

Second, the influence of cultural expression habits on minority students' English learning

Besides the habituation of the language itself, it interferes with the English learning of ethnic minority students, and cultural differences are also one of the factors that hinder the English learning of ethnic minority students. Influenced by local characteristic culture, minority students have the color of local culture and fixed thinking expression in language and cultural expression. The most direct and obvious performance is social. The greetings of China people and ethnic minorities are quite different. Take Uighur as an example. Ethnic minorities who use Uighur are used to greeting, food, etc. And the weather is the most talked about topic in the west. There are also obvious differences between them in some color problems and language expression taboos. In the west, it is taboo to be asked about age, salary and income, but there is no such taboo in Uighur-speaking areas. This established culture and language habit make it difficult for minority students to learn English.

Three. Concluding remarks

With the strengthening of globalization, it is very important for ethnic minorities to learn English well. However, due to the influence of mother tongue Chinese language expression habits and cultural expression habits, English learning problems of ethnic minority students emerge one after another. How to summarize these problems and make targeted teaching plans on the basis of clear differences in habits can we really do a good job in English teaching and guidance in minority areas.