The Research On The Language Attitudes And Abilities Of Ethnic Minoirty University Students In South Xinjiang

In recent years,as the development of bilingual education Chinese has becomethe language of instruction at colleges and universities of Xinjiang UygurAutonomous Region except for the professional courses in major of ethnic languages.This reform opens the broader way for ethnic minority university students to masterChinese and advanced technology on the basis of being proficient at their motherlanguages. However,the college students are in their most unstable stage of life forthey are premature in physiology and mentality. What is the effect of their Chineselearning among the mainstream culture when they face the change caused by theconflict of multiculture as well as language function transform？The fact is that afteryears of Chinese study most ethnic minority university students are not good atChinese some have even difficulty in understanding Chinese. What are the factorswhich affected the students' Chinese study?According to the Affective Filter Hypothesis by the linguist S．D．Krashen, in thecourse of language learning, learners are influenced by various affective factors suchas language attitude, language motivation and language anxiety. Brown alsoconcludes that as the inner factor of bilingual development, language attitude hasgreat impact on psychology and language behavior of an individual especial one'ssecond language learning.According to the national minority students' attitudes towards language and theirlanguage abilities of Xinjiang Kashi normal college, this paper adopts the qualitativeand quantitative research methods to investigate Kirgiz, Kazak, Tajik families ofcollege students' attitude towards language and their language abilities, and thendiscusses the national minority students' attitude towards native language, Chinese,foreign language and bilingual language and education and their language abilities ofXinjiang universities which regard the Han culture as the mainstream culture; fromdifferent dimension, this paper also analysizes their attitude differences, andsummarizes some of the features of the minority students language attitude andChinese language skills in Xinjiang universities. This paper is divided into six parts: part1: the introduction; Part2: survey ofXinjiang Uygur language university college students' attitude; Part3: survey ofXinjiang university Kirgiz language college students' attitude; Part4: survey ofXinjiang university Kazak college students' language attitude; Part5: survey ofXinjiang university college students' attitude towards language family of Tajik; Part6:Comparative study of Xinjiang university minority university student attitudestowards language and their language abilities. The results of the study show that:1,In all, the students have a positive attitudes to their own native language,Chinese, bilingual, and bilingual education.2,As to the emotional factors, Xinjiang universities' minority university studentshave very deep feelings to their own native language. They also have the positiveemotion assessment to English and Chinese, performance for emotional the highest istheir mother tongue, followed by the Chinese, the last is English.3,As to the cognitive factors, Xinjiang universities minority students to motherlanguage, Chinese and English evaluation also has a positive evaluation, includingChinese cognitive evaluation of the highest, followed by the English, the last is theirmother tongue.4,As to self assessment to listening, speaking, reading, and writing-----the fourChinese language ability, they quite accept "reading " the ability d; To the writtenexpression,they have negative evaluation; And to "listening " and "saying ", differentnationalities have different assessment.5,As to the pronunciation, vocabulary, grammar, the three Chinese languageability, master the situation, they are more satisfied with "vocabulary",to they are notsatisfied with "grammar"...