English is a global language used most extensively. As a result, English teaching and learning arouses increasing attention from all over the world. Japan is one of the developed countries, highly acclaimed for its advanced education. However, it has achieved little success so far in English teaching, although much national effort has been given to reform and renovation. Contrasted to Japan, China has done a better job obtained better effects in the matter, though with its own drawbacks. Hitherto a significant and practical research comes to the attention of this paper:What are the possible hindrances in English education in Japan? Mirrored by cases in Japan, what potential problems we have and aspects to be improved in China?Longitudinal method employed and education patterning and national features being the axle, the paper tracks down and compares stages of English teaching, characteristics and causes between the Japan and China; Using theories of Language acquisition as explaining framework, the author makes synchronological analysis of elements in learning English from the perspectives of linguistics and culturology. Through exemplifications, discussions and analysis, the paper has arrived at some conclusions:positive and negative transfers from Japanese language for learning English; positive and negative transfers from Chinese language for learning English; causes behind poor oral English by Japanese students and deficient command of vocabulary by Chinese students, etc.In conclusion, some generalizations and inductions are made as revelation. In addition, some solutions are proposed to difficulties encountered by Chinese and Japanese students alike. All these together are designated to help those learners of English as second language across cultures, especially the Chinese students in learning English. It is also expected that such research will be of significance in future studies in the field.