Uighur Students Learning Chinese Present Situation Investigation And Analysis

Language acquisition and language teaching research are the points of this paper. The paper selected students of department of Uyghur Language and Literature of Minzu University of China. The students are from2007grade to2010grade. Author has been the teacher of the students from2010grade for three semesters of teaching practice. And the author also made a questionnaire survey and interviews of students and teachers. It aimed at understanding the difficulty of the academy students learning Chinese. In this paper the results of student enrollment each semester Chinese class achievements and MHK examination results are summarized and analyzed, it aims to analyze the teaching effectiveness of the lesson and tried to analysis of the problems and reasons, to find the way to solve them.The paper is divided into seven chapters.The first chapter introduces topics source and significance of it, and describes a corpus of sources and research methods.The second chapter analyzes disciplinary nature and characteristics of Chinese language teaching to the Uighur students. This chapter focuses on the differences between teaching the students of the Uighur language and literature students of Minzu University of China and the University of Chinese teaching, teaching Chinese as a foreign language, Chinese teaching of Uygur primary and secondary school students. It aims to identify its characteristics, improve teaching quality and efficiency.The third chapter summarizes the students from2007-2010grads enrollment results, course grades, the specific circumstances of the results of MHK, and summarized them into three aspects:gender, origin of students and science classes.Chapter four combines the data of the previous chapter, make the student entry requirements as a starting point, the course grade as a bridge, MHK results for the end-result, to analysis the characteristics of each grades. The first is that the effectiveness of each year students learning Chinese is getting better. The second is that the effectiveness of learning is conditioned by the admission of Chinese. The third is that the differences of results tend to narrow when compared to admission.Chapter five analyzes the details of these characteristics. Mainly from students and classroom teaching two parts, and find out the reasons for these problems. The first reason is there are differences between the students’basic knowledge Chinese language. The second reason is students learning environment is not a balanced development. The third reason is students’learning motivation is not clear and learning curriculum cannot meet the teaching needs.Chapter six summarizes countermeasures for dealing with a situation of reasons which mentioned in chapter five. The points are curriculum, textbook selection, and stimulate students’interest.Chapter seven is the conclusion of the article.