Research On Uzbekistan's Language Policy And Its Influence On Chinese Teaching

In recent years,with the in-depth development of bilateral relations between China and Uzbekistan,the exchanges and cooperation between the two countries in the fields of economy and trade,people to people,and cultural exchanges and cooperation are increasingly in-depth,and Uzbekistan's demand for Chinese talents is further increased.Although Uzbekistan has officially opened Chinese courses as early as 1957.After the independence of Uzbekistan,although Chinese is still a part of foreign language education in Uzbekistan,compared with other foreign language development level,the research on Chinese teaching is weaker.The situation of Chinese teaching in Uzbekistan is still unable to meet its Chinese needs,which requires Uzbekistan to pay more attention to Chinese in its language planning and foreign language education policy,strengthen Chinese education,to adapt to the increasingly in-depth changes in economic,trade and people to people exchanges and cooperation between China and Uzbekistan,and cultivate more excellent Chinese talents for the in-depth development of bilateral relations between China and Uzbekistan.However,there are a few kinds of literature about the development of Chinese teaching from the perspective of language policy.The related research on Chinese teaching in Uzbekistan is mainly based on the micro perspective to discuss the problems of local Chinese teaching teachers,textbook compilation,and teaching methods.However,the author believes that from the perspective of international promotion of Chinese,from the macro perspective of language policy to study the development of Chinese teaching,to explore the impact of the language policy on Chinese teaching in Uzbekistan To promote the comprehensive development of Chinese language education in Uzbekistan,we should put forward some suggestions.Also,although the language policies of Central Asian countries have similar historical background,there are some differences in the language policies and foreign language education policies of the five Central Asian countries after their independence.In the past,the research on Chinese education in Central Asia often started from the macro perspective of Central Asia,ignoring the differences among countries in the region,which makes the differences proposed the proposal lacks practical feasibility.Therefore,based on the reality of Uzbekistan,from the macro perspective of language policy and foreign language education policy,this paper puts forward specific suggestions on the source of students,teacher training,teaching material resources and teaching model in Uzbekistan's Chinese teaching work,hoping to further promote the development of Uzbekistan's Chinese education work.Based on the language policy and foreign language education policy of Uzbekistan and the background of the implementation of the language policy and foreign language education policy,this paper makes a vertical comparison of the development process of the language policy and foreign language education policy of Uzbekistan.After consulting a large number of historical documents and combining the current language policy and foreign language policy of Uzbekistan government,the author finds that Uzbekistan in recent years,Uzbekistan began to adjust its language policy and foreign language education policy to better serve its economic development,which is also the main reason for the rise of "Chinese fever" in the context of the rapid development of China Uzbekistan economic and trade relations.However,due to the complicated historical and realistic ecological influence in the development of Uzbekistan,the language policy and foreign language education policy of Uzbekistan also have a certain impact on Chinese teaching.After a lot of investigation,the author believes that Uzbekistan's conservative language policy and foreign language education concept for "practical" have an impact on the students and teachers of its Chinese teaching the situation of resources,teaching materials,and teaching mode all have a certain impact.The instrumental motivation of Chinese learners is obvious,the training of local teachers is difficult,and there is a lack of localized Chinese teaching materials.In the process of teaching,we pay attention to language knowledge and ignore the training of language ability.To promote the development of Chinese education in Uzbekistan,this paper finally puts forward suggestions for the development of Chinese teaching based on the language policy and foreign language education policy using horizontal comparison in the context of the language policy of the five Central Asian countries.The author finds that although the language policies and foreign language education policies of the five Central Asian countries are similar to each other to some extent since the five Asian countries transferred their national strategic focus to the economic field,their language policies and foreign language education policies have also begun to have certain characteristics of nationalization,and have different impacts on their Chinese education.In Central Asia,the open language policy and foreign language education policy are more conducive to the development of Chinese education,while the conservative language policy and foreign language teaching work will have a lot of negative effects on the expansion of students and the cultivation of teachers.Uzbekistan's language policy and foreign language education policy are in the process of reform from conservative to open.