Abstract

Based on Error Analysis, this article undertakes an empirical study on the Mongolian learners’ morphological errors in their English writing and tries to analyze why they make such errors. From analysis, we can make such a conclusion that some of Mongolian students’ morphological errors are interlingual which are caused by the interference from Mongolian, and others are intralingual which are caused by over-generalization, ignorance of rule restrictions, incomplete application of rules and false concept hypothesis. The rest are caused by Mongolian students’ second language, Chinese. The characteristics of these errors are simple, and primary. As for the interlingual error, teachers should be patient because students will little by little approach to target language with hard work. These errors may eventually disappear. As for the intralingual errors, it happens because Mongolian students haven’t laid a solid foundation of English basic knowledge. Therefore, it is significant for Mongolian students to work hard. The author also gives some suggestions on how to improve Mongolian learners’ English proficiency.

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