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Chapter I Introduction

1.1 Current situation of vocabulary-learning of non-English  major students from Uyghur
A famous Britain linguist D.A.Wilkins hold that people can not express many things withoutgrammar, but people can not express anything without vocabulary. Obviously, mastering necessarywords is a guarantee to implement language activities. Researches about vocabulary teachinginvolve a lot of field. However, these researches mostly focused on second language learner, fewresearches pay close attention to the minorities (takes English as third language learner),particularly for students from Uyghur. Two kinds of reasons can lead to this result. One is fromteachers, and the other is from students themselves. Firstly，teachers hold wrong ideas and improper practice in vocabulary teaching. In their ideas,vocabulary teaching is considered much simpler than any other instruction in language for it istaken for granted that there is always a dictionary to refer to. It is true that dictionary meaning isimportant for vocabulary acquisition, but it does not cover all the meanings that a word may havein different situations or contexts. They think learning and remembering words are students' matter,so class teaching is laid particular stress on grammar explaining and discourse analysis, and justglance off words without explain it in detail.Secondly, even some teachers pay attention to vocabulary teaching, and their teaching justremain in words pronunciation and basic usage. And they have no systematic introduction to theorigin of a word and the comparison between cultural connotation and mother tongue, all of whichcan not motivate students' potential ability and interest. Therefore, in order to help the studentswith their lexical competence, the teacher should cultivate their awareness of identifying differentmeanings of the same word in different contexts.
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1.2 Purposes and significances of the study

1.2.1 Purposes of the study
According to survey, the English level of most Uyghur students is inferior to Han nationalitystudents. And the reason comes many aspects: firstly, most Uyghur students lack of systematicstudy of high school; secondly, college teacher often ignore the fact they do not get high schoolstudy, and the teaching methods teacher are using without considering their special needs; thirdly. for the minorities, third language acquisition itself exists certain difficulties. Based on Englishcurriculum criteria and college English curriculum demand the department of education issued，author adopted task-based language teaching on the English study of Uyghur students to conduct alengthways research.As we know, language is composed of three parts: pronunciation, vocabulary and grammar.(Wilkins 1928, Yu Demin: 2002) "Without grammar very little can be conveyed, but withoutvocabulary nothing can be conveyed". Vocabulary makes the most important part in learning andteaching English. "The single biggest component of any language course is vocabulary"(McCarthy 1996). It is obvious that vocabulary is the most important part of the three elements.What is more, language acquisition begins with vocabulary. Vocabulary is the building materialsof language, and no vocabulary has any language itself. Vocabulary learning is the foundation ofEnglish learning. And to English learner, vocabulary size is very important, because it restr本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。