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Chapter Three Theoretical Framework......... 23-31
    3.1 Principle of Economy and its Origin......... 23-25
    3.2 Pragmatic Development of the Principle ......... 25-27
    3.3 Cognitive Mechanisms to Language Economy .........27-31
        3.3.1 Metaphor......... 28-29
        3.3.2 Metonymy......... 29-31
Chapter Four Methodology......... 31-36
    4.1 Oxford Advanced Learner's Dictionar......... 31-32
    4.2 Data Collection .........32-34
    4.3 Research Design .........34-36
Chapter Five Quantitative Analysis of Polysemous Words......... 36-48
    5.1 Distribution of Word Meaning......... 36-37
    5.2 Distribution of Word Length......... 37-38
    5.3 Relation between Word Length and Quantity .........38-41
5.4 Discussions and Suggestions......... 41-48

Conclusion

Although the present study arrives at some findings and pedagogical implications,this is only a study on non-English major Uyghur Institute students. It is far frominclusive and definitive. There are still some limitations and so recommendations forfuture studies are made accordingly.
One limitation is only a small number of subjects confined to merely sixty-threestudents and in one Institute, i.e., Xinjiang Education Institute, the results and findingsobtained from the present study may not be generalizable enough to apply to a muchlarger number of subjects. And such factors as different grades, sex, non-English orEnglish major, etc., which are closely related to the subjects receive littleconsideration in the present study. Therefore, it is of necessity to conduct a similar butlarger study with more non-English major Uyghur students from different grades,majors, involving impact of sex, and even different colleges or universities fromdifferent areas in Xinjiang.
The second limitation is only six communication strategies were trained in thecurrent study. Other strategies may be useful for the students. Further studies on theteaching of these CSs may provide some additional results on the students’ strategicbehaviour.
The third limitation is the CS training in the current study lasted for 17 weeksand a longer period of training is needed. Further studies may conduct a long termstudies to investigate the change of Uyghur college students’ strategic behaviours andtheir perceptions about the strategy use over time.

Bibliography
﹝1﹞Bialystok, E. Factors in the selection and www.51lunwen.org/languagethesis/ implementation of communicationstrategies. In C. Faerch &G. Kasper (Eds.). Strategies in InterlanguageCommunication [C]. London: Longman, 1983, pp100-118.
﹝2﹞Bialystok, E. Communication strategies: A psychological analysis of secondlanguage use. Oxford: Basil Blackwell, 1999.
﹝3﹞Brown, H.D. Principles of language learning and teaching. New Jersey:Prentice Hall, 1994.
﹝4﹞Canale, M. & Swain, M. Theoretical bases of communicative approaches tosecond language learning and testing. Applied Linguistics, 1980.
﹝5﹞Canale, M. “From communicative competence to communicative languagepedagogy.” In J. C. Richards and R. S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。