Research On The Learning Effect And Countermeasures Of Uyghur National Common Language In Kashgar Peasant Night School

In the new historical period,it is one of the most important tasks to promote the economic development of remote,backward areas through language-based poverty alleviation.It is necessary to popularize the national language,especially in ethnic minority areas,and improve language education in schools.Moreover,we need to carry forward and disseminate Chinese excellent language and culture,strengthen the teaching researches and curriculum development of national language for minority students,and implement the training plan of a national language for the cadres,young farmers,and herdsmen in remote ethnic minority areas.Taking the people who study the national language at D?? Eriq’s night school in Aq’qash,Kashgar as the research object,this paper uses a literature method to explore language teaching in Kashgar and makes a field survey of their language life and language learning from the perspective of sociolinguistics.Meanwhile,this paper puts forward countermeasures and suggestions by drawing on the research results of second language acquisition at home,abroad and ethnic minorities’learning of national language.Besides,this paper further looks into the learning efficiency of the people in night school,the problems they encountered,and the popularization of national language in night school of the local area through the interview to provide a reasonable,effective,and scientific teaching program for the ordinary people to learn the national language,and do some contribution to the language-based poverty alleviation.This paper is composed of six parts:The first chapter is an introduction part,which mainly introduces the research origin,research object,and research methods,and summarizes domestic and foreign researches on Uyghur.In this chapter,from the perspective of sociolinguistics,the author elaborates such things as language contact and standard of Uyghur,language life of Uyghur people,national language learning,language change and use in the process of urbanization,national language level of Uyghur groups in the South and North of Xinjiang,language use of Uyghur people in Kashgar and national language use.When studying the national language use or language life of Uyghur,domestic scholars mainly focused on the students in primary schools,junior and senior high schools,and colleges.Therefore,they did not make a comprehensive study of the mastery level of the national language and language life of Uyghur people at all levels of society.they do not fully study the mastery and language life of Uyghur national common language at all levels of society.Based on the research results mentioned above,this paper,from the perspective of sociolinguistics,combines ethnic minority’s teaching experience of the national language with the relevant theories of Chinese language teaching for foreigners and second language acquisition,and find the difficulties encountered by farmers and herdsmen in the process of learning the national language and their expectations for the work of night schools in Kashgar to give some suggestions on the teaching of national language in Kashgar’s night schools.This study mainly uses a questionnaire method to survey the people in night school.Other methods such as stratified surveys,interviews,invisible observation are also adopted.The questionnaire mainly includes two parts.One is about their language life,the other is their learning situation of a national language.As for the survey objects,the author selects the people who study the national language in different classes at the night school in D?? Eriq（the fourth village）,Aq’qash,which is far away from Kashgar.There are 38 samples from the junior class,24 from the intermediate class,and 78 from the senior class.160 questionnaires are sent out and 140 ones are retrieved with an effective rate of 87%.Finally,the author records the survey data into SPSS25.0 and analyzes the reliability of each variable by the coefficient method of Cronbach α.The analysis results show that the coefficients of the correlation between the variables in this study are good.Their Cronbach α coefficients are 0.758,0.906,0.817,and 0.624,respectively,and the rest of them are larger than 0.6.The level of their reliability is"very reliable".The second chapter introduces the general situation of the city,Kashgar,mainly including its population,culture,ethnicity,and language.In this part,the status of Kashgar’s dialect in modern Uyghur language,the language education policy and its evolution since the founding of new China in Xinjiang Uyghur Autonomous Region,Kashgar language education in history,measures and achievements of language-based poverty alleviation,and the development of national language in night schools are also discussed in detail.In terms of language and characters,the national language is widely used in various fields in Kashgar,and Uyghur is also an important working language in Kashgar and plays an important role in various fields of society.The third chapter discusses the national language teaching,research objects,teaching materials,assignments,and teachers of the night school in D?? Eriq,as well as the people’s language life,social language use,difficulties encountered in learning,and the expectation of night school’s work.The language acquisition differences between people of different ages,the media of daily life,and the use of communicative language are mainly analyzed here.The results show that the three most frequently selected choices in the learning process are:writing,strokes,and tone.57.9%think the most difficult one is writing,54.3%think it is the strokes,and 47.9%think it is the tone.Also,people also have some expectations.55.7%think that national language teaching at night schools should not pursue the speed but the effect.39%think that the teaching methods should be diversified.52.1%think that it would be better that there are teachers who can both speak Uyghur and national language.40%think that the content of teaching materials should meet people’s level and actual needs.60%hope that the quality of teachers can be improved and 55%hope that the stability of teachers can be ensured.58.6%think that teaching materials should be easier to learn.Based on the actual situation of the previous chapter,the fourth chapter discusses the factors that affect the national language learning of Uyghur people in Kashgar.Through the analysis of these factors that affect the national language learning of the people in Kashgar’s night school,the author finds that language environment,age,teachers,teaching materials,learning motivation and outdated ideas are the main social factors that affect the national language learning of Uyghur people in Kashgar.First of all,from the perspective of the language environment,because the village,D?? Eriq,in Aq’qash is an administrative village mainly composed of Uyghurs,the environment is not good for the national language learning.Therefore,many students can not"practice what they learned".Besides,in terms of age,most of the people are no longer in the critical period of second language learning.And from the perspective of teaching materials,there are various types of them and the content is not following the actual needs of farmers and herdsmen;and the difficulty also exceeds the basic level of the ordinary people.As for the teachers,the level of Chinese teachers is not high enough.Especially,they do not have sufficient national language knowledge;in addition,the mobility of teachers is high.Finally,outdated ideas are also one of the factors that affect the national language learning of villagers.In the past,due to the distance from Kashgar and inconvenient transportation,people in Aq’qash had little contact with the outside world,and their ideas were not open enough.What’s more,they did not attach much importance to education.Based on the contents in the fourth chapter,such as the difficulties encountered by the people in D?? Eriq’s night school in the process of learning the national language and people’s expectation of the night school work,the fifth chapter provides countermeasures and suggestions for the national language teaching of Kashgar’s night school.It mainly includes:using the experience of teaching Chinese as a foreign language and national language learning of the domestic ethnic minorities to provide the night school’s people with the language knowledge of national language learning so that students can know about the rules,historical evolution process and origin of the national language as well as master the skills of literacy,teaching,strokes,and components.According to the research conclusion,the sixth chapter puts forward some suggestions on how to run night school better,make full use of night school,and improve teaching efficiency in the future.Relevant departments in Kashgar should work out the teaching syllabus and speed up the standardization of night schools.The problem of teachers is not only an urgent problem to be solved but also one of the main factors affecting the national language teaching in night schools.Students must be separated by test scores,not by age.In the teaching of national language in night schools,we should be practical and realistic,and adjust measures to local conditions.In addition,we should not pursue speed but effect,and avoid being anxious for success and hurrying students too much.Multilingual talents who are proficient in both"ethnic language and national language" need to be cultivated.The requirements of teachers who teach national language in night schools should be improved and the stability of teachers should be ensured.Finally,this chapter also includes some thoughts of this study:taking various effective measures to promote the popularization of the national language;all levels of governments in Kashgar should consider the teaching of mother tongue for the ordinary illiterate groups,try to reform the current teaching methods,and implement the working mechanism of "regular consultation and bold innovation" to create a relaxed national language environment centered on language learners and provide a good social environment for the language learning and use.