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hat to an individual presents itself as a problem in reaching a particularcommunicative goal.” Based on this understanding, their approach categorizes thecommunication strategies into two general possible strategies for solving acommunication problem: avoidance strategies and achievement strategies. In presentstudy only achievement strategies were trained.Achievement strategies (Faerch & Kasper, 1983) refer to the techniques aspeaker will employ when he or she attempts to directly tackle the communicationproblems due to the language gap. Six achievement strategies were trained in thisstudy. The definitions of these six strategies were provided by Faerch and Kasper(1983).Literal translation: translating literally a lexical item, an idiom, a compoundword or structure word from L1 to L2.Code switching: using a L1 word with L1 pronunciation or a L3 word with L3pronunciation in L2.Description: Strategy based on the description or definition of the intendedmeaning.Word-coinage: creating a non-existing L2 word based on a supposed rule.Appeal for help: turning to the conversation partner for help either directly orindirectly.Use of semantic field: the learner identifies the semantic field to which the itembelongs to this field until he locates the item.
　　
　　1.3 The Characteristic of Uyghur English Learners
　　Uyghur English learners are different from Han Chinese English learners forsome aspects. Uyghur nationality has the feature of being passionate and enthusiastic.Most Uyghur students demonstrated a keen interest in learning English. MailihabaAolan (2010, p.102) found that the local ethnic minorities in Xinjiang have warm,cheerful, generous, sociable character, which is inextricably linked with their richsocial life. Shyness is rare in the minority class of the foreign language classroom;they prefer to actively participate in “social activities” even in the classroom.During the English teaching process to Uyghur students for several years, theauthor also observed that the Uyghur learners are very active in speaking English,even if they have less vocabulary and grammar knowledge, they would try to expressthemselves with English. The Uyghur students have less fear in speaking incorrectlyin terms of grammar or pronunciation. They have strong desire to show their Englishin front of their classmates. The above characteristics of the Uyghur English learnersshow that they have the advantage in learning English, especially in learning spokenEnglish.
　　
　　1.4 Aims and Significance of the Study
　　 Aims of the studyThe present study aims to find out the effects of explicit CS training on Uyghurcollege students in Xinjiang Education Institute. The study first attempts to investigatethe Uyghur non-English major college students’ attitude towards employing CS inEnglish communication before and after the CS training. Secondly, the study exploreswhether the CS training could improve students’ awareness of employing CSs to solvecommunication problems. Thirdly, the study examines whether the CS training couldimprove the frequency of students’ actual use of CSs? Significance of the StudyThe current study is based on CS training and explores the effects of CS trainingon students’ strategy awareness and actual use. The findings and the implications ofthis study will contribute to the pedagogy of oral English teaching in Xinjiang. Theteachers can use the examples from this study as guidelines in teaching CSs. Thefindings of