Research On The Development Of National Common Language Ability Of Xinjiang Uygur Children

The national lingua franca is one of the languages widely used in citizens’ daily communication.It is one of the important tools for people of all ethnic groups to realize communication,exchange and blend.Children may be one of the backbone forces to use the national lingua franca in the future,and the level of children’s national lingua franca ability may be one of the indicators to assess the popularization rate of national Putonghua promotion in the future.This study has certain research significance.First of all,this study aims to strengthen the popularization of the national standard spoken and written language,promote the language communication and spiritual connection among ethnic groups,continuously promote the development of the cause of ethnic unity and progress,build a bond and bridge of language communication for the communication,communication and integration of ethnic groups in Xinjiang,scientifically implement the popularization and popularization of the national common language,and promote the awareness of the Chinese national community among all ethnic groups.Secondly,this study dynamically describes and analyzes the development of common national language ability of Xinjiang Uygur children,summarizes its characteristics and rules,and uses relevant theories such as second language acquisition,socio-cultural theory and cognitive psychology to provide linguistic theoretical basis for scientific consideration of children’s language ability,and provides corresponding empirical research for enriching and improving second language acquisition theory.Xinjiang Uygur children are in the golden age of language acquisition,and the acquisition of standard pronunciation in the critical period plays an immeasurable role in improving the popularity of Putonghua.Furthermore,the study on the characteristics of Uyghur children’s language ability and the proposed teaching countermeasures is of certain practical significance for improving the teaching quality of Xinjiang basic education and teaching reform.The 15-year compulsory education in Xinjiang is of guiding and practical significance.It lays a good foundation for Xinjiang to train local high-level talents who are "patriotic and Xinjiang loving",and provides guarantee for Xinjiang’s sustainable development and long-term peace and stability.Based on the research background that Uygur children in primary and secondary schools use Chinese textbooks compiled by the Ministry of Education,Uygur and Han children’s mixed editing classes use Chinese for teaching,and teacher-student interactive language acquisition environment changes,this study aims to improve the quality and level of education in ethnic minority areas.In order to narrow the gap between urban and rural areas and improve the popularization rate of Putonghua in southern Xinjiang,scholar Wang Peiguang’s narrow definition of language ability(listening,speaking,reading and writing ability)is adopted,because it is more consistent with the situation that the main way for Xinjiang Uygur children to acquire national language is in schools,and the language environment of township children’s families is lacking.In this study,762 Uygur children(72 Han children as the "control group")in Xinjiang were tested in listening,speaking,reading and writing abilities of the national common language,from both quantitative and qualitative perspectives,and from the focus of the national government and scholars.By means of language ability test,interview and classroom observation,this paper describes the current situation,characteristics,rules and development trend of the national common language ability of Xinjiang Uygur children within one year,and finds that:In addition to grade level and children’s original language basis,Uygur children’s listening and speaking ability of the national common language is affected by school,class type,gender,age,ethnicity and other factors,showing significant positive correlation differences.There is a big difference between the outstanding group and the weak group of Uyghur children.However,as the grade increases,language accumulation and language input goes deeper,the difference gradually Narrows.The difference between the two towns of the Uygur children is small,there is a certain tone error in the language output,the county school of the Uygur children does not exist such a phenomenon.There are differences in the development of Uygur children’s reading and writing ability in the standard national language,such as school,grade,children’s original basis of the national common language,and gender.According to the three results,as the grade increases and the language input becomes more prominent,the literacy gap of Uygur children will increase.Girls are better at reading and writing than boys.The age of Uighur children is not proportional to their literacy.The Uyghur children’s basic language ability is directly proportional to their reading and writing ability.From grade one to grade four,the development track of Uygur children’s literacy can be divided into five types:first down and then up,first up and then down,slow down,gradual up and steady up.The reading and writing ability of Uygur children in the national common language highlights the characteristics of reading pronunciation standard,basic tone awareness,initial word guessing awareness,ability to identify language elements is better than language output ability,weak generalization ability lag,and the development rate of reading and writing ability of children with different bases is different.Through questionnaire,individual interview,group discussion,classroom observation and other methods,this study found that the external factors have two levels:teachers and parents.Among the sampled teachers,most of them are novice teachers who have not obtained professional title,Putonghua certificate or teacher qualification certificate,and more than half of the teachers are not professional in the right field,not precise in the control of curriculum standards,teaching while learning,and lack of non-preset classroom practical experience,which leads to a serious classroom atmosphere,class anxiety,lack of learning interest of Uygur children,and poor grasp of the knowledge taught by teachers.The path of knowledge to ability is blocked.Second,teachers place their hopes on children’s parents,but the parents of Uyghur children generally lack the ability of national lingua franca and fail to provide children with a"scaffolding" role in language acquisition.The power of parents’ example makes children fail to have a correct understanding and attitude towards national lingua franca acquisition,and children lack the support of extracurricular reading materials.The internal factor is that Uyghur children,as learners themselves,do not have a good understanding of the knowledge given by teachers in the process of acquisition.They are afraid of homework and lack of learning experience in pre-class and after-class review.The daily training time is not enough to input the listening and reading texts in the national common language,the foundation is not solid,and the mastery of the curriculum standards and content required in the teaching syllabus fails to reach the standard.Based on this,schools,teachers,parents,communities and children themselves should be five-in-one,multi-interaction,forming a joint force.The two cases in this study show the characteristics of unbalance and non-linear national lingua franca competence.Due to individual differences,the two township Uyghur children show different development tracks in listening,speaking,reading and writing abilities.Nevertheless,due to their high linguistic ability,integrated motivation,correct learning attitude and age-appropriate learning strategies,the national common language ability has become increasingly prominent among township children.