DOI: 10.5176/2251-3566_L316.41
Authors: Cao Hongmei and Yao Chunlin
Abstract: In the empirical study the Uighur Preparatory students in Minzu University of China are selected as the subjects and the methods of Questionnaire and Interview are used to collect data. The current research offers a case study to English learning, English teaching and identity study as it investigates the characteristics of the Uighur Preparatory students’ language identity and analyses the relationship between their language identity and English learning. The research conclusions are as following: Firstly, the subjects have high level of self identity to Chinese and Minority language, but low level of identity to minority written language. Secondly, the subjects hold a high level of instrumental identity to English. Most of them believe that the one who masters English can find a good job and earn more money. Thirdly, the subjects have high level of the integrative motivation to both English and minority language. Fourthly, most subjects believe that it is helpful for students to master more languages as bilinguals are cleverer than other people. Fifthly, the research shows that there are some positive relations between students’ English learning and their language identity.
Keywords: Uighur, Preparatory Students, Language Attitudes, English Learning
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