Metaphor Study On Xinjiang Uygur Children’s Attitudes Of Chinese And Uygur

Since "Opinions on Strengthening the Preschool Bilingual Education of Minority" issued in 2005, Xinjiang Uighur Autonomous Region began to entirely implement Preschool Bilingual Education of minority, and some progress has been made. Uighur children’s attitudes of Chinese and Uygur will affect the quality and effect of bilingual education, and positive and optimistic attitudes towards learning will facilitate the implementation of bilingual education.To explore the Xinjiang Uighur children’s learning attitudes of Chinese and Uygur, and study the factors affecting the language attitudes, this study adopts the way of questionnaire and interview, choosing 80 children which about 4-6 years old in the kindergarten of Xinjiang cities and towns, and 20 guardians. This study mainly draws lessons from Jin Lixian’s (2013) research methods, using the way of "metaphor stimulate", to study the language learning attitudes of Xinjiang Uighur children. Through the analysis of questionnaire data and children’s metaphor data, this study will study on learning attitudes of Chinese and Uygur of children, and the differences between both language attitudes, and also analyzes the influence factors of language learning attitudes, mainly from 3 aspects, children’s own factors, family factors and social factors.The research shows that Uighur children have a positive learning attitude with Chinese as a whole, and the attitude of children in different ages does not have obvious differences, but girls have a more positive attitude than boys; There is no obvious differences between urban and rural children’s Chinese learning attitude. In addition, Uighur children think that Chinese and Uygur are equally important, and all love this two languages; but children think that learning Uygur is more important than learning Chinese, and the Uygur is easier. What’s more, when Uighur children use metaphor to describe the feelings of learning Chinese and Uygur, they all tend to use things related to life, such as "animals", "food" and "living things". And there have some culture differences between the types and tendency of children’s metaphor for learning Chinese and learning Uygur.The research also found that Uighur parents have a positive attitude towards children’s learning Chinese, and the attitudes between parents and children are partially related. There is no significant difference between the family social economic status (SES) and children’s language attitudes. In the family, the frequency of Chinese using between Uighur parents and children’s communication is very low; the Chinese learning resources are still not sufficient in spite of the awareness of parents to create a rich environment for Chinese learning. Therefore, we should provide a rich Chinese learning environment and materials, and give the Uighur children a relaxed and free environment for Chinese learning, letting the children study Chinese when they are playing in the school, improving the interest for study, and promoting the enthusiasm of Chinese learning.