The influences of proficiency and gender on Uyghur-Mandarin children’s advice-giving

Abstract Mandarin Chinese, as the national lingua franca in China, has gained increasing importance in bilingual education in ethnic minority areas in the country. However, little research has explored ethnic minority children’s pragmatic competence. Therefore, this study investigates ethnic Uyghur children’s written pragmatic performance of advice-giving through a brief note in Mandarin and the possible effects of proficiency and gender on their advice-giving. Data were collected from 300 ethnic Uyghur children across three proficiency levels with a balanced gender split. In addition, 100 Han children were also recruited as a comparison group. The advice produced by the children was coded in terms of speech act strategies and supportive moves. The findings showed that the Uyghur children with higher proficiency provided more reasons and fewer affective expressions when giving advice than the two lower proficiency groups, reflecting the performance of the Han children. On the other hand, the results also revealed gender differences in certain advice-giving strategies and supportive moves. The study discusses the findings in relation to national lingua franca and second language pragmatics. Some pedagogical implications for multilingual education in ethnic minority areas are also provided.