The Survey Of Language Use And Learning Status Quo Of Central Asian Chinese Learners In Xinjiang

On the basis of previous researches and sociolinguistics research methods ofquestionnaire, observation and factor analysis, the present study takes language useand attitude as the starting point and Central Asia foreign students in Xinjinguniversities as the research objects. By investigating language use, attitude andlearning statue quo of the students and analyzing the factors influencing languageattitude and its impact on Chinese language learning, the aim ot the study is to testifythe merits and defects of teaching Chinese as foreign language.This paper consists of five chapters. Chapter one gives a general introduction ofthe present study, including the origin and ideas of the research, along with a reviewof relevant studies. Chapter two introduces the features of foreign college studentswho come from Central Asia and study in Xinjiang. Chapter three and four employthe research method of questionnaire to analyze the factors influencing language useand Chinese learning statue quo of foreign students. The variables include languagesuse, language attitude and Chinese learning statue quo. Chapter five concludes bygiving a summary of the major findings of the study as well as the implications andsuggestions for further research.It is found that:(1) A majority of members in the Central Asian student group inXinjiang universities are able to master their mother tongue. The changes taken placein mother tongue ability are very little, and the degree of recognition of their mothertongue is relatively high.(2) More than90%of the members in the group have agood command of Russian and give high evaluation to it as they tend to use Russianmore frequently than their mother tongue.(3) In terms of learning motivation, goalsand significant others factors are the two important factors influencing Chineselanguage study in this group.(4) Nearly half of the members in the group are willingto be a translator after graduation, but currently the three universities involved in thesurvey do not offer translation courses, which cannot meet with the need of theircareer planning.(5) To the school curriculum, most members from Central Asiagroup are unable to keep the balance between professional courses and Chinesecultural courses. Country-Specific factor and Gender factor are the two importantfactors influencing language use and Chinese learning attitude of this group in manyways.This paper put forward the following suggestions:(1) According to the practical situations of different universities, the schedule of cultural courses should beadjusted and translation courses should be offered in an appropriate way.(2) Moreextracurricular activities should be organized to promote exchanges andcommunications between Chinese and foreign students.