A Study On The Current Situation Of Punctuation Use And Improvement Strategies For Primary School Students Of Ethnic Minorities In South Xinjiang

Punctuation is an important component of text composition,and improving the understanding and standard use of punctuation is conducive to improving elementary school students’ understanding of text and their writing skills.In recent years,Xinjiang has continued to promote the popularization of the common national language and script,and the ability of primary school students of ethnic minorities in southern Xinjiang to use the common national language and script has been improving.By investigating the use of punctuation marks among minority students in southern Xinjiang,we clarify the problems and causes of the use of punctuation marks,and finally propose improvement strategies,which will help enrich the research results of punctuation marks among minority students and improve the standardization of written expressions of minority students.In this study,questionnaires,interviews,and text analysis were used to survey primary school students and teachers of minority groups in South Xinjiang,and to collect data on students’ homework texts.The study compiled a questionnaire on the use of punctuation among primary school students of ethnic minorities in South Xinjiang.After this survey eliminated invalid data,a total of 583 student questionnaires were collected,which investigated the attitudes and usage of punctuation among elementary school students of ethnic minorities in South Xinjiang and tested the ability of punctuation use;four teachers were interviewed to investigate teachers’ awareness of the teaching and functions of punctuation,and 450 The study found that the use of punctuation marks by primary school students of ethnic minorities in South Xinjiang was not only a problem,but also a problem.The study found that primary school students of ethnic minorities in South Xinjiang consider punctuation marks important and believe that they can use them correctly,and there are differences in the cognition of commonly used punctuation marks and uncommon punctuation marks,The knowledge of less common punctuation marks,such as colon,semicolon,apostrophe,quotation mark,etc.,is relatively low.Some students think they know the specific usage of various punctuation marks.However,the following problems still exist: the students’ knowledge of the functions of punctuation marks is not clear,and students in grades 4-6 are not yet able to use punctuation marks flexibly.Punctuation marks are not used in a standardized way.The analysis of students’ work shows that of the nine punctuation marks in the composition corpus,all seven are misused in writing,except for the semicolon and the colon,which are not obviously misused.Punctuation marks were used less frequently,with less use of the "?" "()" symbols,and frequent use of "《》".The functional errors of punctuation are redundant,missing,and misused.The wrong use of punctuation marks in the function cross category is mainly manifested as misplaced substitution.The reasons for the above problems are that teachers in elementary school in South Xinjiang do not pay attention to the teaching of punctuation in the classroom and lack the content of punctuation teaching;lack of systematic teaching curriculum and single teaching method;the influence of negative migration of the native language and the generalization of the knowledge of the target language among minority students in South Xinjiang;the lack of solid foundation of the national language and the lack of special training,and the irregular use of punctuation in the Internet and communication environment also affect the minority students in South Xinjiang The correct use of punctuation marks by primary school students.In view of the above problems,we propose improvement strategies from the following aspects: attaching importance to punctuation teaching and research,increasing content arrangement;creating more punctuation teaching courses to enrich teaching materials;paying attention to the differences between Mandarin and mother tongue in teaching,strengthening comparison and differentiation teaching;building a solid foundation of punctuation learning and increasing professional practice training;regulating the use of punctuation on the Internet to reduce negative effects;and social practice to improve mastery rate.