The Analysis And Teaching Strategies Of The Misuse Of Chinese Kinship Terms For The Uigur Students

It is difficult for the Uigur students to learn the Chinese kinship terms. Through the recent researches, it is clear that the Uigur students have not mastered the usage of the Chinese kinship terms. As a result, they make lots of mistakes.In the method of questionnaires, interviews and statistics, I intend to make an investigation among 100 Uigur students to find out the reason of their mistakes, and bring forward the corresponding resolution. Furthermore, I would like to make some suggestion to improve the teaching process of the Chinese kinship terms for these Uigur students.There are four chapters in total.Introduction. There are three parts here: first, the origin and meaning of this topic. Through this introduction, I would like to help people to understand the value of my topic. Second, the past and present researching situation of this topic. This part provides the theoretical evidence for the following part. Third, the introduction of my means to research, such as the investigation, statistics, interviews, and so on.The second chapter involves with the analysis of the mistakes made by these Uigur students in their study of the Chinese kinship terms. It is divided into three sections. The first section is to investigate the frequency of the usage of the kinship terms. It mainly involves with the reason that why the method is chosen during the first time of investigation, the project of the questionnaires, the selection of the researching objects and an expatiation of this investigating process. The second section contains the investigation of the misuse of the terms. It introduces the general situation during the second survey of questionnaires and makes a conclusion that there are three categories of the misuse of kinship terms for these Uigur students: the misuse of lineal relatives, the misuse of collateral relatives and the misuse of the direct interpretation of mother language. The third section is a summary of these surveys. By summarizing, I make a clear conclusion of the present problems of these Uigur students so that we can make better suggestion in the areas of teaching and editing the learning materials.The third chapter is about the analyzing of the causation of their mistakes. In short, there are five mainly sources: the difference of the cultural background, the difference of the kinship categories, the negative transference of the mother language, the problem existed in the teaching process, and the inappropriate learning strategy.Based on the previous investigation and research, the fourth chapter is about the reasonable teaching strategy for these Uigur students. There are two sections: the first one is what the teachers should do in class. They ought to inspire the students, pay more attention on the cultural aspects and construct a proper condition for Chinese learning. The other section focuses on the compilation of the teaching materials. Since the current books do not pay enough attention on these kinship terms, we should put more emphasis here, or categorize these terms in the appendix in the form of diagram.The last chapter is the conclusion of this paper. It makes a conclusion of my research as well as some comments on the shortage of my paper.Finally, I sincerely hope that the conclusion of this paper would make some contribution to teaching practice, and help these Uigur students to avoid the mistakes when they use the Chinese kinship terms.