The Investigation And Study Of Central Asia Students’Language Using Situation In Xinjiang

This thesis takes overseas students from Central Asian countries in Urumqi asresearch objects, picks Xinjiang Normal University, Xinjiang University andXinjiang University of Finance and Economics as survey locations. Questionnaire,observation and interview were used to investigate the language use condition andlanguage attitude of Central Asian students in Urumqi. After investigation andresearch, the conclusion has been drawn that Central Asian students is a new groupin Xinjiang and it’s a speech community as well. On the basis of the survey results ofthe language use condition of Central Asian students in Xinjiang, suggestions ofChinese teaching to Central Asian students were presented.This thesis has five parts. The first part is introduction, which introducesbackground, purpose and significance of this research. Domestic and overseasreview of language use condition is stated as well. The second part is research design.It introduces research objects, method and questionnaire structure. The third part isinvestigation statistics of sample figures. It includes constituents of samples,language acquisition and its environment of Central Asian students in Xinjiang,language mastering degrees, language learning approach, language use and languageattitude. The fourth part is survey analysis and discussion of Central Asian students’language use condition in Xinjiang. It analyses language acquisition and itsenvironment, language mastering degrees, language learning approach, language useand language attitude. The fifth part is revelation of Chinese teaching to CentralAsian students in Xinjiang.By means of investigation and analysis on Central Asian students’ languageusage and language attitude in Xinjiang, conclusions have been drawn:（1） CentralAsian students only learnt one language when they were children, and usemono-lingual to communicate with their parents.（2） Most Central Asian studentshave skilled grasping more than two languages, and they are fluency in their nativelanguage, which they learnt through family, school and social interaction. They canskillfully use Russian as well, which they learnt through school and socialinteraction. Central Asian students can speak Chinese, which they learnt in school.（3）In the social context of language, Central Asian students use Chinese tocommunicate mostly. Chinese and Russian are both used in community languageenvironment. With parents and relatives in family language environment, they usemono-lingual. And with peer group, mono-lingual and bilingual are both used.（4）After studying Central Asian students’ Chinese language attitude from four aspects- emotion, function, status and expectation, it concludes that Central Asian studentshave high sense of identity, consistency and awareness towards Chinese language.According to the survey results of Central Asian students’ language usage andlanguage attitude in Xinjiang, suggestions are given to students themselves, students’administration and Chinese teachers.