In the process of vocabulary recognition, the role of shape information and phonetic information has been a hot topic in recent years. There are three more influential theories: straight through theory, phonological mediation, and dual--route theory. The theory of phonological mediation believes that the order of activation of phonological, graphic and semantic in vocabulary recognition is different. The accessibility of semantic is through the voice route, and phonological plays an important intermediary role. The straight-through theory believes that the accessibility of semantic is activated by the graphic. Phonological activation is at the end, which is an additional process. The dual--route theory holds that both phonological mediation and the straight-through theory exist. However, there is still controversy about the role of phonetic and shape information in vocabulary recognition. Some of the reasons for this debate are the differences in experimental tasks and research methods designed by researchers. The results of most researchers using Chinese and English as experimental materials show that in the reading of alphabetic writing, the main route of semantic activation is through the intermediary of phonological, which plays a vital role in the process of acquiring semantics. The semantics of accessibility in the process of Chinese vocabulary recognition is obtained through glyphs. However, there are few studies on minority students’ recognition of their mother tongue and recognition of second-language vocabulary. Then, as one of the alphabetic writing in Mongolian, does Mongolian semantic activation in vocabulary recognition pass through the voice route? Does college students of Mongolian support the theory of phonological mediation or straight through theory in the recognition of second language vocabulary?