Analysis Of Current Conditions Of English Education In Southern Uyghur Middle Schools And Countermeasure Studies

Because of the importance of English learning, since the end of90s of lastcentury, in Southern Xinjiang region, where Uyghur nationality is the main population,first experimental classes were established, in these classes Chinese language used asa medium of instruction, at the same time, students of these classes also had anEnglish class for the first time. Following with the development of economy andeducation, except for experimental classes, part of the Southern Uyghur middleschools also established intensive training classes for the excellent students. However,in most of the Southern Uyghur middle schools, English class has been arrangedaccording to the schools own condition. In Southern Xinjiang region, Englishteaching of mother language classes, experimental classes and intensive trainingclasses in Uyghur middle schools and English teaching at the Chinese middle schoolsof the same region are very different. The special condition of English education inSouthern Uyghur middle schools have made up special obstacles to the Englishlearning of Uyghur middle school students. In Southern Uyghur middle schools, thirdlanguage English which Uyghur students need to learn except for mother tongue andcompulsory Chinese language has special characters in the aspects of curriculumsettings and test arrangements.Through deep interview of teachers and students of Southern Uyghur Middleschools, and careful observation of English class videos of affiliate middle school ofKashgar Teachers College as a case study, this article approaches from the aspect ofUyghur middle schools English teaching process and method, strategies, mode,teaching activities and testing, Uyghur students own condition, interest and level, andcombines them with the author s personal experience, makes the various barriersSouthern Uyghur school students confront with during the third language (English)learning process under the bilingual education as the main line, analyzes and generalizes these barriers, deepen the understanding and recognition of Englishlearning barriers of Southern Uyghur middle school students.Although Uyghur students possess English learning advantages themselves for asto speak, there are different barriers to their English learning due to varioussocio-cultural reasons, incomplete and imbalanced language input and output,negative transfers of mother tongue (Uyghur) and compulsory Chinese language,complicated interrelated relationships of Uyghur, Chinese and English languages etc.In this thesis, teachers are advised to raise the overall English level of SouthernUyghur middle school students by adopting appropriate teaching methods suitable tothe Uyghur students self-condition, generating Uyghur students potentiality, helpingthem overcome barriers, improving the quality of Input and Output, and keeping theirbalance, diminishing the negative transfer of mother tongue (Uyghur) and Chineselanguage to the English learning. It is intended to raise the awareness of minorityEnglish education researchers and broaden the horizon of the view on this field andgive inspiration for the improvement of English education and advancement ofEnglish education quality of this area.