【Abstract】In this paper， Xinjiang Uygur ethnic minority students taking part in the exam are taken as the research object， WeChat information of the Chinese oral practice group is taken as the research content， and the classification of WeChat terms used by Xinjiang Uygur ethnic minority students taking part in the exam in the Chinese oral practice group and its positive effects are explored by using the methods of observation， empirical research， quantitative research， and etc.

【Key words】WeChat language; Classification; Function

【作者簡介】李佳琪（1994-），女，漢族，四川瀘州人，新疆大學(xué)，研究生，研究方向：雙語教學(xué)，二語習(xí)得。

1. Introduction

The research content of this paper is mainly selected from the group of oral Chinese exercises. Teachers assign oral Chinese exercises to students every day in the group of oral Chinese exercises and require students to submit them on time. Teachers will propose amendments to students pronunciation， vocabulary， syntax and other problems according to the completion of students pronunciation exercises. Students will correct and practice repeatedly after receiving feedback from teachers.

2. Uyghur Chinese Second Language Learners WeChat Language Classification

2.1 Chinese WeChat Terms

Sixty percent of WeChat messages are Chinese WeChat， further demonstrating their enthusiasm and determination to learn Chinese.

2.2 Chinese and Uighur codes mix WeChat terms

The number of Chinese and Uighur code-mixing WeChat expressions is less than 10%.For example：Zhu dajia qurban jie kuaile?。≧eplace Corban with qurban ）

2.3 The Chinese-English hybrid

The Chinese-English hybrid WeChat account for about 2% of the total.For example：Teacher， nin xinku le。Teacher， you have worked hard.

2.4 Chinese-English-Uyghur Mixed WeChat Terms

The use of WeChat in Chinese-English-Uyghur is relatively low， accounting for about 1% of the total.For example：Today xuede zhen kφp a. I learned a lot today.

3. The role of WeChat language in bilingual teaching

According to the evaluation of students， it is found that WeChat has an impact on students second language acquisition. The analysis is as follows：

3.1 Positive Role

3.1.1 Guiding role

At the end of the oral Chinese course， students generally felt that their pronunciation had improved obviously， especially in the process of continuous correction and reading aloud When they can communicate with teachers anytime and anywhere.

3.1.2 Feedback function

Teachers can use the function of WeChat to make a real-time evaluation according to students pronunciation， vocabulary， grammar and other aspects， and give correct demonstration， so that students can imitate and correct and repeat again and again to reach a more correct degree. Students hold a positive attitude towards the feedback of Chinese oral group.

3.2 Negative Effects

If teachers blindly adopt WeChat group for teaching， it is inevitable that there will be mixed， vulgar language， students indulge in it and other phenomena， which will affect students physical and mental health.

4. Conclusion

In the analysis and investigation， the author found that the spoken Chinese group has an obvious guiding， feedback and promoting effect on students learning Chinese， but it inevitably has a negative effect. Teachers should combine WeChat oral group with theoretical teaching skillfully to promote the information and convenience of bilingual oral teaching.

References：

[1]Rez·wanava. Current Situation of Uygur Residents Language Use in Urbanization[J]. Journal of Xinjiang University，2015（1）：131-137.