Abstract Our government has attached great significance to the development of Xinjiang minority regions。 To train high-quality all-around professionals for the future, the inland Xinjiang seniors are set up。 Due to the historical, cultural and geographical differences, the inland teacher ought to pay attention to the uniqueness of the minority students in teaching。

To the minority students, the English mode of reception learning is L1-L2-L3。 It is a phenomenon of third language acquisition and a hot issue in the field of linguistics, which has sprung up in 1980s。 The influence of mother tongue’s transfer should not be neglected。75089

Based on the survey of the difficulties Uygur-native students (the preparatory class of Huaizhou Middle School) have in the course of English learning through a questionnaire, this paper analyzes the errors caused by Uighur among those Uygur-native students from four aspects: phonetics, grammar, collocations and pragmatics。 Suggestions are offered to teachers to improve the overall quality of English learning for Uygur-native students in the future。

Key words:  English learning; language transfer; Uyghur-native students; TLA; pedagogical implications

摘要新疆少数民族地区的教育发展一直深受国家重视，并为此开办了新疆内地高中班以期为新疆培养高素质人才。由于地理文化环境的不同，内地教师在教授知识的同时需要考虑学生的特殊性。

以英语教学为例，新疆少数民族学生接受的是母语-汉语-外语的三语习得的模式。 三语习得是于上世纪80年代兴起的一个新领域，是当今语言学研究的热点之一。其中，母语迁移在L3习得中的作用不可小觑。

本文通过问卷调查的形式，来调查新疆内高班学生英语学习中存在的阻碍（以淮州中学内高班为例），从语音、语法、固定搭配、语用这四方面来探究维吾尔族学生在英语学习中因母语迁移影响而常出现的现象及其产生原因。本文为教师在今后教学中提出了教学建议,以期提高维族学生英语学习的整体水平。

毕业论文关键词：英语学习；语言迁移；维族学生；三语习得；教学启示

Contents

1。 Introduction 1

2。 Literature Review 1

3。 The Research Background 2

3。1 The research methods 3

3。2 The data collection and analysis 3

4。 Language Transfer and Language Layers 4

5。 Language Transfer of Uyghur-native Students in English Learning 5

5。1 Phonetics 5

5。2 Grammar 8

5。3 Collocation errors 10

5。4 Pragmatics------cultural transfer 11

6。 Pedagogical Implications 12

6。1 Predicting important teaching points for having a definite object。 12

6。2 Taking a correct attitude towards learner’s errors。 12

6。3 Enhancing the training of students’ thinking in English。 13

6。4 Expanding knowledge of English culture and eliminate cultural interference。 13

7。Conclusions 13

Works Cited 15

Appendix 17

1。 Introduction 

English, as a widely-accepted global language, has become the most important communicative tool in the world。 Language teaching, a vital part of school education in minority region, has faced not only L1,L2 bilingual education but also trilingual education。 Studies have shown that language learning is a complicated psychological phenomenon as well as a very cognitive phenomenon。  维语对新疆少数民族学生英语习得的迁移现象及其教学启示:http://www.youerw.com/yingyu/lunwen_85903.html