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hodology.......... 28-31
    4.1 Research Questions..........28
    4.2 Subjects.......... 28-29
    4.3 Questionnaire.......... 29
    4.4 Data Collection ..........29-31
Chapter Five Results and Discussion ..........31-52
    5.1 The background information of the subjects.......... 31-32
    5.2 Aspects of the students' attitudes towards..........32-45
        5.2.1 The cognitive aspect ..........32-38
        5.2.2 The affective aspect.......... 38-45
        5.2.3 The conative aspect.......... 45
    5.3 The factors influencing the students' attitudes.......... 45-50
        5.3.1 The students' English learning styles ..........45-48
        5.3.2 Nationality diversity.......... 48-49
        5.3.3 Regional diversity.......... 49-50
    5.4 The correlations between the students' attitudes.......... 50-51
5.5 Summary ..........51-52

Conclusion

There are some limitations in this study illustrated from the following aspects.
Firstly, for both theoretical and practical reasons, considering the subjects chosento participate in the study, it is better to have larger sample consisting entirely studentscurrently learning English in the minority nationality department of the university in China.
Secondly, the questionnaire is designed by the researcher himself. It can hardlyavoid the shortcomings.
Thirdly, for the lacking of technique equipment and knowledge, the statisticalanalysis is based on Microsoft Excel, not even the software of SPSS. Therefore, theresult is too simple, without the more detailed comparisons with gender，major，nationality, and the distribution of regions.
With the limitations listed above, there should be more continuous and deepstudies. The future researches on minority nationality preparatory students' Englishlearning can be focus on the exploration of learning and teaching resources such astextbooks and equipments even the choices of teachers. The investigation on minoritynationality students' attitude should be widened and, if possible, a data base or corpuscould be set up. Therefore, the studies will be of more help for the teaching andlearning in all the minority nationality preparatory departments around china'suniversities.

References
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2Baker, C, (1988). Key issues in bilmguahsm and bilingual education. Clevedon: MultilingualMatters Ltd.
3Baker, C. (1992). Attitudes and language. Adelaide: Multilingual Matters Ltd.
4Bolton, K. (2003). Chinese Englishes: A sociohnguistic history. Cambridge: Cambridge UniversityPress:232-238.
5Brown, D. (2002). Principles of language learning and teaching. Beijing: Foreign LanguageTeaching and Learning Press.
6Deterding, D. (2006). The pronunciation of English by speakers from China. English World- Wide,(9): 75-78.
7Dittmar, N. (1976). Sociolinguistics. London: Edward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。