A Study on university Students' Cognition, Attitudes toward Usage and Preservation of Chinese Dialects in Xinjiang: A Sustainability-Oriented Perspective

A Study on university Students' Cognition, Attitudes toward Usage and Preservation of Chinese Dialects in Xinjiang: A Sustainability-Oriented Perspective | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article A Study on university Students' Cognition, Attitudes toward Usage and Preservation of Chinese Dialects in Xinjiang: A Sustainability-Oriented Perspective Yuan Ma, Hanjin Bao, Xigang Ke This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7446950/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 17 Apr, 2026 Read the published version in Scientific Reports → Version 1 posted 11 You are reading this latest preprint version Abstract As a fundamental carrier of regional culture, dialects are currently encountering a significant challenge marked by the declining proficiency among younger generations. The multilingual linguistic ecology in Xinjiang underscores both the urgency and the distinctive significance of research on dialect preservation and cultural continuity.This study involved 501 university students from Xinjiang as participants and employed a self-developed questionnaire titled “university Students' Dialect Cognition, Usage and Preservation Questionnaire” (KMO = 0.894, cumulative variance explained = 76.45%) to systematically examine their perceptions across three dimensions: dialect cognition, usage and preservation.The study revealed consistent patterns across gender and age groups among university students in Xinjiang regarding their cognition, usage and preservation attitudes toward dialects (P > 0.05). Additionally, students enrolled in language-related majors demonstrated significantly higher levels of dialect usage compared to those in non-language majors (p < 0.05).university students from Xinjiang (particularly those originating from southern Xinjiang) exhibit significantly higher levels of dialect cognition and usage compared to their counterparts from outside Xinjiang (p < 0.05), reflecting a clear pattern of regional differentiation. In contrast, attitudes toward dialect protection demonstrate a high degree of consistency across groups, with no statistically significant differences observed (P > 0.05).From a sustainability perspective, this study proposes differentiated strategies: for university students in Xinjiang, enhancing the promotion and educational initiatives related to dialect culture. for university students outside Xinjiang, fostering greater awareness of dialect preservation. It further advocates for collaborative efforts among government, educational institutions, and society to establish a long-term protection mechanism, aiming to ensure the dynamic transmission and sustainable development of Xinjiang's dialect culture. Social science/Education Scientific community and society/Geography Social science/Geography University students in Xinjiang Dialect cognition Dialect usage Dialect protection Sustainability perspective 1.Introduction Dialects constitute the spiritual homeland of regional populations. As a core carrier of regional culture and a fundamental element of ethnic identity, they encapsulate the historical memory, social customs and collective psychological traits of specific geographic communities.However, in contemporary society, the sustained promotion of Mandarin's popularization, coupled with its profound interplay with the processes of modernization and urbanization. It’s increasingly driving a widespread transformation of the linguistic ecosystem:The younger generation's capacity to acquire dialects has markedly diminished, while the domains and frequency of dialect use have progressively declined, resulting in a sustained reduction in dialect proficiency. This trend reflects a concerning state of intergenerational language transmission[ 1 , 2 ].The phenomenon referred to as the "crisis of dialect transmission" has garnered significant scholarly attention within academic circles.Field studies on dialects such as the Min dialects [ 3 , 4 , 5 ], Nanjing dialect [ 6 , 7 ] and Changzhou dialect [ 8 ] have consistently demonstrated a declining trend in both the proficiency and enthusiasm for dialect use among the younger generation.It is necessary to further clarify that although field investigations into dialect usage and attitudes have yielded substantial findings, as Chen Liping has noted, methodological limitations remain. A significant proportion of these studies rely on basic percentage statistics and descriptive comparisons. With insufficient in-depth analysis of complex data and limited application of rigorous multivariate statistical models. Consequently, the robustness and depth of the resulting conclusions warrant further improvement[ 8 ]. Therefore, employing a more rigorous and systematic questionnaire survey methodology to conduct empirical analysis represents a crucial approach for thoroughly investigating young people's dialect cognition, usage patterns and preservation attitudes, as well as the underlying relationships among these factors. This methodological approach is essential for uncovering the mechanisms of dialect cultural transmission and effectively addressing the prevailing inheritance crisis. Against this broader socio-linguistic backdrop, the linguistic ecology of Xinjiang presents a uniquely significant configuration. Xinjiang is home to a rich and diverse array of dialect cultures, which serve not only as vital carriers of regional heritage but also as dynamic reflections of ethnic history, societal transformation and collective identity formation.However, as Mandarin becomes increasingly widespread and modernization accelerates, the erosion of “original” dialectal features has intensified, while the internal linguistic variations among regionally accented Mandarin varieties across Xinjiang continue to diminish.Xinjiang's Chinese dialects serve as a linguistic bridge within a multicultural society, embodying the historical legacy of language convergence along the Silk Road.It functions not only as an emotional marker of identity for frontier communities but also as a distinctive resource for grassroots governance and the cultural tourism economy. Its preservation constitutes an indispensable component in safeguarding the linguistic and cultural diversity of China.Notably, within Xinjiang's multilingual ecological environment characterized by linguistic coexistence, Chinese dialects face more complex challenges compared to those in the “monolingual” (Mandarin) or “bilingual” (Mandarin plus a dominant local dialect) contexts of more economically developed regions.On one hand, its “original” linguistic features are experiencing accelerated erosion under the homogenizing influence of Mandarin; on the other hand, its role as a custodian of cultural diversity and a facilitator of communal consciousness within the Chinese nation is gaining heightened prominence in the context of cultural pluralism.It is evident that the vitality of Xinjiang dialects constitutes a strategically indispensable asset in preserving the linguistic and cultural diversity of China and in reinforcing the collective consciousness of the Chinese nation as an integrated community. Research on Xinjiang's Chinese dialects has evolved over several decades, progressing from isolated and sporadic investigations to large-scale dialect surveys, the compilation of comprehensive reports, the creation of dialect maps and systematic descriptions of phonological, lexical and grammatical features across different dialect points, ultimately achieving significant scholarly advancements.In 1958, Liu Zhongsheng provided a comprehensive summary of the linguistic features of the Xinjiang dialect of Chinese and conducted a systematic comparative analysis of the similarities and differences among the Xinjiang dialect, the Dungan language, and the Beijing dialect [ 9 ].Yang Xiaomin has emphasized the importance of enhancing research on Chinese dialects in ethnic minority regions, advocating for the systematic conduct of dialect surveys and underscoring to scholars the significant potential this area holds for scholarly exploration [ 10 ].He also conducted a preliminary analysis of the distinctive grammatical features present in the Urumqi dialect of Chinese, highlighting the linguistic divergences from Mandarin [ 11 ].For the subsequent 17 years, scholarly research on Chinese dialects in Xinjiang remained scarce. It was not until 1980 that a renewed academic interest emerged, with scholars gradually resuming in-depth studies on Xinjiang's Chinese dialects. Over the past four decades, this line of research has continued to develop.Prior research has primarily concentrated on the general characteristics, formation mechanisms and classification of Xinjiang dialects.For example, Li Jingwei provided a detailed exposition of the languages and writing systems of various ethnic groups in Xinjiang [ 12 ]. Liu Li and Li analyzed the formation processes of the Han and Hui dialects in Urumqi and identified the underlying factors contributing to the coexistence of these two Chinese dialects [ 13 ]. Liu Li and Zhou Lei proposed a tripartite classification of Chinese dialects in Xinjiang, which laid the foundation for an initial macro-level understanding of their distribution and variation [ 14 ].Subsequent research, building upon theoretical foundations, has shifted toward more in-depth analytical approaches and has increasingly emphasized micro-level examinations.For example, Zhou Lei conducted a comprehensive analysis of the phonological system of the Turpan Chinese dialect [ 15 ]. Zhang Yang systematically examined the characteristics of Chinese dialects in Xinjiang, attributing these features to the influence of archaic Chinese and minority languages, as well as the increasing standardization of Mandarin and the ongoing integration of regional dialects [ 16 ]. Dong Yinqi has based on the existing research achievements on Xinjiang Chinese dialects, summarized the progress made and proposed key research methodologies and thematic directions for future studies aimed at establishing a systematic framework for Xinjiang Chinese dialects [ 17 ]. Wang Yuanxin investigated the linguistic manifestations of interethnic interaction through the phenomenon of Uyghur loanwords in Xinjiang Chinese dialects [ 18 ].However, a noticeable bias exists in the research perspective. Previous studies have predominantly concentrated on intrinsic linguistic features, historical development and geographical distribution of phonetics, vocabulary and grammar—elements internal to the language system. In contrast, investigations into sociolinguistic and sociological dimensions.Such as speakers' language psychology, language attitudes, actual usage patterns and the interplay between language use and cultural identity remain underdeveloped. t is particularly noteworthy that university students, as a pivotal demographic transitioning into society and undertaking the responsibility of cultural transmission, play a critical role in determining the future vitality of dialects through their dialect proficiency, linguistic attitudes and behavioral practices.Few studies in the existing literature have addressed the sociolinguistic and psychological dimensions of Chinese dialect use among university students, including their language attitudes, code-switching practices and identity construction.Smitley and Leigh utilized interview-based methodologies to investigate university students' perceptions of English dialects. Participants were asked to evaluate audio recordings of male and female speakers representing four regional varieties(Appalachian American, Eastern American, General American and African American English)using semantic differential scales. Findings revealed that female speakers were generally rated more favorably in terms of warmth, maturity, and assertiveness. Additionally, the General American dialect was perceived most positively overall [ 19 ].Qian Nairong conducted a comparative analysis, revealing that among various sociolinguistic factors, age variation constitutes the most salient social distinction in the Shanghai dialect. The study systematically contrasted the characteristics of age-related lexical differences by examining linguistic usage from the perspectives of elderly and young speakers [ 20 ].Bai Ruifen posits that university students serve as central agents in the transmission of sociocultural heritage, with undergraduate students specializing in Chinese language and literature representing key stakeholders and primary agents in the preservation of dialects. Fostering students' interest, emotional attachment and in-depth understanding of dialectal heritage constitutes a fundamental educational objective and historical responsibility within the undergraduate curriculum of Chinese language and literature [ 21 ].Guo Chong's study which employed a questionnaire survey methodology, revealed that university students at municipal universities in Wuhan exhibit a relatively low level of proficiency in the Wuhan dialect. Furthermore, municipal application-oriented undergraduate institutions currently lack supportive environments for dialect acquisition. Despite this, the majority of students acknowledge the significance of learning Wuhan dialect culture, with 86% of respondents asserting that universities should take active measures to promote and preserve local linguistic traditions [ 22 ].Jiao Guiqing's questionnaire survey revealed that 75.6% of university students do not perceive dialects as backward or vulgar forms of communication. A significant proportion of respondents also expressed support for the establishment of dialect-related activities. Furthermore, 60% of the surveyed students demonstrated a strong awareness of the importance of dialect preservation, although the daily usage of dialects remains relatively low [ 23 ].It is evident that a majority of in-depth empirical studies focusing on university students tend to concentrate on a single dimension.For example, existing research has predominantly concentrated on singular dimensions such as attitudes or frequency of dialect usage [ 24 ]. With a geographical emphasis on dialect-dominant regions, such as studies focusing on the Shanghai dialect [ 25 ], or has only superficially examined the significance for students majoring in language-related disciplines [ 26 ]. There remains a notable absence of systematic investigations into the complex internal variations among university students. Particularly concerning regional origins and academic backgrounds. Moreover, few studies have attempted to adopt an integrated framework that encompasses “cognition, usage, and protection attitudes” for a comprehensive analysis. Given these circumstances. This study is grounded in the distinctive and multifaceted multilingual cultural context of Xinjiang, with a focus on university students as a central and pivotal demographic in the transmission of dialect culture, aiming to address the gaps and limitations present in current research.This study aims to develop a dialect survey questionnaire with robust reliability and validity and to employ the questionnaire survey method to address the existing gaps in research concerning dialect cognition and preservation practices among university students in Xinjiang. The ultimate objective is to uncover underlying patterns in how these students perceive, use and approach the protection of dialects. 2.Research Design (1) Research Subjects The initial sample: It was collected through online questionnaires with 270 questionnaires distributed, 262 returned, and 251 valid, resulting in a valid recovery rate of 92.96%. Among them, there were 60 males and 191 females. 4 were under 18 years old, 202 were between 18 and 22 years old, 43 were between 23 and 27 years old and 2 were over 27 years old. 207 were from language-related majors and 44 from non-language-related majors. 95 were from southern Xinjiang and 156 from northern Xinjiang. These 251 individuals were used for exploratory factor analysis when compiling the self-designed questionnaire. The second test sample: 290 questionnaires were distributed online, 281 were returned and 277 were valid, with a valid recovery rate of 95.52%. Among them, there were 60 males and 217 females. 3 were under 18 years old, 230 were between 18 and 22 years old, 43 were between 23 and 27 years old and 1 was over 27 years old. 234 were from language-related majors and 43 were from non-language-related majors. 98 were from southern Xinjiang and 179 were from northern Xinjiang. These 277 people were used for confirmatory factor analysis when the self-compiled questionnaire was verified. Formal Investigation: This investigation covered universities in both the northern and southern parts of the Tianshan Mountains, namely Han students from different majors in universities in Xinjiang's North and South. The subjects were divided into Xinjiang-native and non-Xinjiang-native students. A total of 510 questionnaires were distributed and 501 valid questionnaires were retrieved. With an effective rate of 98.2%. The theme of this investigation was the current situation of dialect cognition, usage and protection among university students in Xinjiang. The basic information of the survey subjects is shown in Table 2 − 1. Table 2 − 1 Statistical Table of Basic Information of Survey Respondents Category Attribute Number Percentage gender male 216 43.114% female 285 56.886% age group 18–22 412 82.236% 23–27 89 17.764% professional Language-related majors 256 51.098% Non-language-related majors 245 48.902% place of origin of students Southern Xinjiang 136 27.146% Northern Xinjiang 271 54.092% Outside Xinjiang 94 18.762% total 501 100% (2) Research Tools We developed the “Questionnaire on university Students' Dialect Cognition, Use and Protection” independently. Grounded in the aforementioned theoretical framework of dialect cognition and protection, and drawing upon the perspectives of scholars such as Li Jingwei. The questionnaire is structured around three core theoretical dimensions: dialect cognition, dialect use and dialect protection.Initially, test items with high levels of recognition were selected for compilation. Subsequently, professors, doctoral candidates and master's students specializing in psychology and linguistics were invited to evaluate both the selection and content of the items and to refine those exhibiting ambiguous semantics or inappropriate phrasing.Items that did not accurately reflect the research focus of “dialect cognition, usage and protection” were excluded. Ultimately, 11 items were retained to constitute the “Questionnaire on university Students' Dialect Cognition, Usage and Protection”.All items in this questionnaire are rated on a five-point Likert scale. Respondents are asked to indicate the extent to which the content of each item corresponds to their actual behavior or perception. The response options are defined as follows: “1 = almost never”, “2 = occasionally”, “3 = sometimes”, “4 = often”, “5 = always”. Reliability and validity analyses were conducted on the “Questionnaire on university Students' Dialect Cognition, Use and Protection”. Item analysis was performed using the critical ratio method and correlation method.The results showed that the t-values of the differences between the high-score group and the low-score group for the 11 items of the scale ranged from 11.502 to 22.319, with P-values all less than 0.001. The total correlation coefficients r of the items ranged from 0.668 to 0.790. With P-values all less than 0.001, indicating that the items of the scale had good discrimination. Exploratory factor analysis results indicated that the KMO measure of sampling adequacy was 0.894 and Bartlett's test of sphericity yielded an approximate chi-square value of 2652.511, with a significance level of P < 0.001. These findings suggest that the dataset was well-suited for exploratory factor analysis.Then, principal component analysis was applied, with the number of factors to be extracted set at 3. The maximum variance method was used for rotation, and the rotated solution was output. The structure of all items on the factor loading matrix was consistent with the theoretical conception.Three distinct factors were extracted: dialect protection, dialect usage and dialect cognition. With corresponding eigenvalues of 7.464, 1.667 and 0.807. Collectively, these factors account for 76.450% of the total variance. The commonalities across all items ranged from 0.677 (Item 7) to 0.827 (Item 5), indicating satisfactory communalities for each item. Confirmatory factor analysis conducted on the 277 cases from the second testing sample demonstrated that the model exhibited good overall fit.The revised three-factor structural model was successfully validated. The chi-square statistic reached statistical significance (χ2/df = 2.360). Model fit indices further supported the adequacy of the model, with GFI = 0.947 and AGFI = 0.910, both exceeding the threshold of 0.90. Additionally, the RMSEA value was 0.070 which is below the commonly accepted cutoff of 0.08. These results collectively indicate that the absolute fit indices meet the acceptable model fit criteria.The incremental fit indices demonstrated acceptable model fit, with NFI = 0.958, RFI = 0.940, IFI = 0.975, CFI = 0.975 and TLI = 0.965. All values exceeded the recommended threshold of 0.90, indicating that the model achieves a satisfactory level of incremental fit.The parsimony-adjusted fit indices showed acceptable values, with PGFI = 0.559 and PNFI = 0.679, both exceeding the recommended threshold of 0.05. These results suggest that the model demonstrates satisfactory parsimony fit. Combined with previous fit indices, the overall model fit is reasonable. Indicating that the questionnaire possesses good structural validity and the three-factor structure model is empirically supported. 3. Results and Analysis (1) Comparison of Differences in Dialect Cognition, Use and Protection among Male and Female university Students Table 3 − 1 Comparison of Differences in Dialect Cognition, Use and Protection among university Students of Different Genders Dimension n Gender Mean Standard Deviation t p Dialect cognition male 4.125 0.640 -0.373 0.710 female 4.147 0.639 Dialect usage male 3.914 0.885 -1.223 0.222 female 4.008 0.837 Dialect preservation male 4.417 0.569 -0.439 0.661 female 4.440 0.587 As presented in Table 3 − 1, the results of the independent samples t-test indicate that there are no statistically significant differences between male and female university students in terms of dialect cognition, usage and preservation, as all p-values exceed 0.05. (2) Comparison of the Differences in Dialect Cognition, Use and Protection among university Students of Different Age Groups Table 3 − 2 Comparison of Differences in Dialect Cognition, Use and Protection among university Students of Different Age Groups Dimension Age Group Mean Standard Deviation t p Dialect cognition 18–22 4.041 0.767 0.042 0.966 23–27 4.037 0.769 Dialect usage 18–22 4.020 0.864 0.778 0.438 23–27 3.929 1.033 Dialect preservation 18–22 4.401 0.629 -1.779 0.076 23–27 4.530 0.588 As presented in Table 3 − 2, the results of the independent samples t-test indicate that there are no statistically significant differences among university students of different age groups in terms of dialect cognition, usage, and preservation, as all p-values exceed 0.05. (3) Comparison of Differences in Dialect Cognition, Use and Protection among university Students of Different Majors Table 3 3 Comparison of Differences in Dialect Cognition, Use and Protection among university Students of Different Majors Dimension Profession Average Standard Deviation t p Dialect cognition Language-related majors 4.188 0.666 1.804 0.072 Non-language-related majors 4.084 0.607 Dialect usage Language-related majors 4.113 0.840 3.946 0.000 Non-language-related majors 3.815 0.853 Dialect preservation Language-related majors 4.469 0.567 1.542 0.124 Non-language-related majors 4.390 0.589 As presented in Table 3 – 3 , the results of the independent samples t-test indicate that there is a statistically significant difference in the dimension of dialect usage between university students majoring in language-related fields and those in non-language-related fields (p < 0.05).Suggesting that language majors exhibit higher levels of dialect usage. In contrast, no statistically significant differences are observed in the dimensions of dialect cognition and dialect protection between the two groups (p > 0.05). (4) A Comparative Study on the Differences in Dialect Cognition, Use and Protection among University Students from Different Hometowns Table 3 4 Comparison of Differences in university Students' Dialect Cognition, Use and Protection in Different Regions Dimension Place of Origin Mean Standard Deviation F p Dialect cognition Southern Xinjiang 4.196 0.691 5.924 0.003 Northern Xinjiang 4.030 0.732 Outside Xinjiang 3.848 0.914 Dialect usage Southern Xinjiang 4.191 0.811 8.710 0.000 Northern Xinjiang 4.016 0.882 Outside Xinjiang 3.699 0.980 Dialect preservation Southern Xinjiang 4.474 0.618 1.475 0.230 Northern Xinjiang 4.431 0.618 Outside Xinjiang 4.332 0.643 As can be seen from Table 3 –4, through the one-way ANOVA, it’s known that there are significant differences in the dialect cognition dimension among university students from different places of origin, p < 0.01.Further post hoc analysis indicated that university students from southern Xinjiang exhibited significantly higher levels of dialect awareness compared to those from northern Xinjiang, with a mean difference of 0.167 (p < 0.05). Additionally, students from southern Xinjiang demonstrated higher dialect awareness than those from regions outside Xinjiang, with a mean difference of 0.349 (p < 0.05). Similarly, university students from northern Xinjiang showed significantly higher dialect awareness than those from outside Xinjiang, with a mean difference of 0.182 (p < 0.05). There are extremely significant differences in the use of dialects among university students from different places of origin, p < 0.01.Further post hoc analysis indicated that university students from southern Xinjiang exhibited significantly higher levels of dialect usage compared to those from regions outside Xinjiang, with a mean difference of 0.493 (p < 0.05). Similarly, students from northern Xinjiang demonstrated higher dialect usage than those from non-Xinjiang regions, with a mean difference of 0.317 (p 0.05). 4. Conclusion and Discussion (1)University Students Demonstrate a Consistent Pattern Across Genders in Their Cognition, Usage, and Preservation of Dialects. The research findings indicate that no statistically significant differences exist between male and female university students regarding their cognition, usage, and preservation of dialects (P > 0.05).This result contradicts the earlier research conducted by Smitley and Leigh. In their study examining university students' perceptions of English dialects, female speakers were generally perceived as more amiable, mature and ambitious, while the General American dialect was rated most favorably [ 19 ].Possible explanations for this discrepancy are as follows: First, differences in language systems may play a role. Chinese dialects possess a cross-written characteristic (featuring a distinct writing system), which enhances their function as cultural symbols. As a result, attitudes toward Chinese dialects are more strongly influenced by cultural identity than by gender. In contrast, English dialects rely heavily on phonetic perception, making them more susceptible to gender-based perceptions.The second is the difference in the social context of the research subjects. The use of dialects by Chinese university students shows a “generational inheritance” feature and their language behavior is mainly driven by the family language environment and regional cultural identity.Compared to how university students in English-speaking countries construct their social identities through dialect selection(for example, female speakers demonstrating a stronger tendency to adopt standard varieties) .Chinese university students' use of dialects is primarily characterized by the natural continuation of family language practices, with gender differences attenuated by the intergenerational transmission pattern.Within the urban-rural dual structure, dialects function as markers of sociocultural identity, with students from rural backgrounds exhibiting a stronger inclination to preserve them as symbols of “root culture”. In the context of mobile social networking, communicative contexts have become increasingly differentiated: dialects are predominantly used in private domains such as family communication and intimate interpersonal relationships, whereas standard language is primarily utilized in public domains encompassing academic and professional environments.Thirdly, differences exist in research instruments and focal points. Building upon prior studies. This research utilizes a self-developed “Questionnaire on university Students' Cognition Usage and Preservation of Dialects”. With an emphasis on holistic cognitive, behavioral and protective tendencies toward dialects. In contrast, Smitley et al. employed the “Semantic Differential Scale” to assess specific dimensions of social evaluation(such as likeability and maturity).Focusing on micro-level social psychological characteristics.Furthermore, the evolving conceptualization of gender roles in contemporary Chinese society may contribute to the attenuation of traditional gender-based stereotypes embedded within regional dialects.In contrast, the “expectation of affability” associated with women's speech is notably more pronounced in Western societies. These cross-cultural cognitive disparities underscore the cultural specificity inherent in the study of gender differences in language, demonstrating that such manifestations are invariably mediated by the broader sociocultural context. (2) University Students Demonstrate Consistent Patterns in the Cognition, Usage and Preservation of Dialects Across Different Age Groups. This study revealed that no statistically significant differences exist among university students across various age groups regarding dialect cognition, usage, and preservation (P > 0.05).This finding partially aligns with the research results of Qian Nairong [ 20 ]. For instance, both studies examine age-related variations in language (or dialects) and include young populations (such as university students or adolescents).Qian Nairong's study highlights the trend of the Shanghai dialect converging toward Mandarin. The findings from research on university students' dialect use, which indicate reduced frequency of dialect usage or declining awareness, align with this observed linguistic shift.In terms of research differences, Qian Nairong's study identified significant age-related variations in Shanghai dialect vocabulary (elderly vs. young), characterized by processes such as lexical replacement, simplification, and linguistic convergence with Mandarin.However, this study found no statistically significant differences among university students across various age groups regarding their cognition, usage, and preservation of dialects.One possible explanation for this discrepancy lies in the differing age ranges of the study populations. Qian Nairong's research focused on the elderly and teenagers, encompassing a broader age span, which reflects long-term linguistic evolution.This study, however, focuses exclusively on university students aged 18 to 27, a relatively narrow age range, and their language habits may not have fully differentiated yet.Second, the research focuses differ. Qian Nairong's study examines dynamic lexical changes among elderly individuals and adolescents. As the most volatile component of language, vocabulary is particularly sensitive to age-related variation.This study examines macro-level dimensions including university students' awareness of dialects, their frequency of usage and attitudes toward dialect preservation. These aspects may demonstrate convergence within the youth demographic, primarily due to the homogenizing effect of Mandarin education.The third distinction pertains to the regional cultural context underlying the research content. Qian Nairong's study is grounded in the Shanghai dialect. Given that Shanghai is an international metropolis, it experiences frequent language contact with both Mandarin and foreign languages, resulting in pronounced intergenerational linguistic shifts.This study focusing on university students in Xinjiang, may be constrained by a sample concentrated within a specific linguistic environment. For example, the institutional dominance of Mandarin in university settings could mitigate age-related differences, while the high homogeneity among young people might obscure generational distinctions in dialectal variation. (3) University Students Majoring in Language Use Dialects more Frequently than Those Not Majoring in Language. The research findings indicate that university students majoring in language disciplines achieved significantly higher scores in dialect usage compared to their non-language-major counterparts (P < 0.05).This finding aligns with the Language Awareness Theory in sociolinguistics, which posits that systematic language learning increases individuals' sensitivity to linguistic diversity, social functions and cultural significance.Students majoring in language-related disciplines, as a result of their coursework in linguistics, dialectology and related fields, demonstrate greater proactivity in attending to and preserving dialect resources. They are also more likely to employ dialects in informal contexts to apply their academic knowledge. By contrast, students outside these disciplines exhibit a relative lack of motivation driven by linguistic awareness.This observation also aligns with Bai Ruifen's argument in her article “Some Issues on the Investigation of university Students' Dialects and Folk Culture” [ 21 ], which states that undergraduate students majoring in Chinese language and literature constitute one of the key carriers and core groups involved in the transmission of dialects.The observed differences in dialect usage among university students across disciplines may be attributed to the systematic linguistic training received by students in language-related fields. This training fosters a more comprehensive understanding of dialects in terms of their nature, structure and sociolinguistic functions, thereby enhancing their capacity for dialect use. In contrast, students from non-language majors generally exhibit a lower level of such competence.Meanwhile, university students enrolled in language-related disciplines are exposed to more opportunities for engaging with and utilizing dialects in their academic and practical activities, which contributes to higher frequency and greater proficiency in dialect usage. Conversely, students from non-language majors encounter significantly fewer such opportunities.Furthermore, students enrolled in language-related disciplines demonstrate stronger interest and motivation toward dialect research and cultural preservation, which actively contributes to the continued use and safeguarding of dialects.However, this study revealed no statistically significant differences in the dimensions of dialect cognition and dialect preservation among university students across different majors. This indicates that students’ awareness and understanding of dialects remain relatively consistent regardless of their academic disciplines. (4) University Students from Xinjiang Have a Higher Level of Dialect Cognition and Usage than Those from Other Regions. The general public in China maintains a positive attitude toward dialects, although there are notable inter-provincial variations [ 27 ]. Studies have shown that university students from Xinjiang, including those from both southern and northern regions of the province, achieve significantly higher scores in dialect cognition and usage compared to their counterparts from other regions (P < 0.01).Specifically, university students from southern Xinjiang exhibit higher levels of dialect cognition and usage compared to their counterparts from northern Xinjiang, and students from northern Xinjiang, in turn, demonstrate greater proficiency in these dimensions than those from regions outside Xinjiang.However, no statistically significant differences were observed among university students from the three regions regarding the dimension of dialect protection (P > 0.05). These findings highlight the profound impact of Xinjiang's complex linguistic environment and cultural traditions on dialect cognition and usage, further illustrating the intricate dynamics of language sustainability and vitality within multilingual societies [ 28 ].The findings of this study are partially aligned with those of Guo Chong et al. Guo’s research revealed that university students at municipal universities in Wuhan demonstrate an insufficient understanding of the Wuhan dialect. However, the majority of students acknowledge the importance of learning about Wuhan dialect culture and recommend that educational institutions actively promote local dialect heritage [ 22 ].Jiao Guiqing's study revealed that 60% of university students exhibit a strong awareness of dialect preservation. However, dialects are infrequently used in everyday communication [ 23 ].Further related studies have demonstrated a significant correlation between participants' social integration and both their dialect proficiency and attitudes. The “emotional cognition” dimension within dialect attitudes has been identified as a key factor influencing social integration [ 29 ].Xinjiang is one of China's representative multilingual regions, where Chinese, Uyghur, Kazakh, Kyrgyz and numerous other languages coexist harmoniously. The frequent language contact in this region contributes to a heightened level of language awareness among university students from Xinjiang.Prolonged exposure to a multilingual environment enhances individuals' sensitivity to linguistic differences and fosters a more profound understanding of dialects.Meanwhile, the diversity of language environments within families and communities contributes to the significant role of Chinese dialects in daily communication, where they are frequently utilized.However, the lack of differentiation in the dialect protection dimension can be primarily attributed to the homogenizing effect of higher education on language attitudes. university students who typically undergo higher education are influenced by contemporary linguistic perspectives(such as the belief that “language diversity is worth preserving”) and regardless of their regional backgrounds. They universally acknowledge the cultural significance of dialects.The multicultural environment within higher education institutions may serve to diminish regional distinctions, thereby fostering a convergence in attitudes among students from diverse backgrounds regarding dialect preservation.Secondly, a gap exists between “abstract recognition” and “actual behavior” in the realm of dialect protection. While cognitive engagement and usage patterns are shaped by the immediate linguistic environment(or example, students from Xinjiang tend to use dialects more frequently in daily life). The attitude toward dialect preservation is primarily grounded in cultural ideology and is not directly determined by usage frequency.As previously noted (Guo Chong, Jiao Guiqing), similar studies have revealed that despite a decline in dialect usage among university students, there remains widespread support for the preservation of dialect culture. This suggests that “protection awareness” may operate independently of “usage behavior”.Finally, the overarching impact of social language policies should be considered. While Mandarin promotion remains a national priority, the concurrent emphasis on language resource preservation(exemplified by initiatives such as the “China Language Resources Protection Project”). It may lead university students across diverse backgrounds to develop a shared perspective on dialect protection.In-depth interviews with non-Xinjiang students revealed that the cross-cultural learning environment has sparked interest among some students in acquiring minority languages and Xinjiang dialects of Chinese. A number of respondents proactively learned basic vocabulary in Uyghur or Kazakh after enrollment, primarily motivated by “facilitating cross-cultural communication”, “recognizing the cultural and linguistic value” and “enhancing employability”.In terms of language practice, these students have developed a distinctive “adaptive dialect usage pattern”. A year after enrollment, the use of Xinjiang Chinese dialects exhibits a “code-mixing” phenomenon, characterized by the incorporation of common loanwords from minority languages into everyday speech. Furthermore, a small number of students have even acquired the ability to sing Uyghur songs.This language acquisition behavior reflects both instrumental rationality(Dialect can help me integrate into the local social circle) and a transformation in cultural identity(Now I find Xinjiang dialect particularly expressive and distinctive).It is noteworthy that most learners develop language proficiency through informal mechanisms such as “peer-based language exchange”, which suggests that the multilingual environment within higher education institutions fosters an organic support system for dialect transmission. Dialect attitude refers to an individual's evaluative stance toward dialects and their speakers, encompassing three distinct emotional orientations: positive, neutral or negative [ 30 , 31 ]. Positive dialect attitudes not only contribute to the development of a nation's unique linguistic variants but also facilitate social integration and long-term societal sustainability [ 32 , 33 ].Although university students generally hold a positive attitude toward dialect preservation. Their actual behaviors may be constrained by limitations in resources, institutional policies, and broader sociocultural environments, leading to the absence of statistically significant differences in protective actions. (5)Regional Variations in Dialect Cognition and Usage among University Students in Southern and Northern Xinjiang Further analysis reveals that university students from Southern Xinjiang demonstrate significantly higher levels of performance in both dialect cognition and usage compared to their Northern Xinjiang counterparts. Nevertheless, no statistically significant difference is observed between the two groups regarding attitudes toward dialect protection (P > 0.05).University students from Southern Xinjiang exhibit higher levels of dialect awareness and usage compared to their counterparts from Northern Xinjiang, a phenomenon that may be attributed to differences in the depth of language contact. The proportion of ethnic minorities is greater in Southern Xinjiang, particularly in compact communities such as Uyghur-dominant regions, where Chinese dialects and minority languages are more intricately intertwined. This intensified linguistic interaction fosters deeper language contact, thereby enhancing the sensitivity and proficiency of Southern Xinjiang students in dialect use.In certain areas of Southern Xinjiang, such as Kashgar and Hotan, local Chinese dialects have been profoundly influenced by minority languages, including lexical borrowing and grammatical blending. This linguistic influence has led to the emergence of a distinct “Southern Xinjiang Chinese variant”, which enhances the dialect's uniqueness and functional importance in local communication.Northern Xinjiang(particularly cities such as Urumqi and Karamay) exhibits a relatively high level of urbanization and a greater prevalence of Mandarin Chinese. While the use of Chinese dialects in this region may be somewhat less prevalent compared to southern Xinjiang. It remains stronger than among students from non-Xinjiang backgrounds.However, the absence of statistically significant differences in the domain of dialect preservation suggests that university students in both southern and northern Xinjiang demonstrate comparably high levels of awareness and positive attitudes toward dialect protection. This phenomenon can be primarily attributed to state-level policy support for linguistic and cultural preservation. The strengthened sense of traditional culture and regional identity among university students, as well as the heightened cultural consciousness and awareness of language preservation driven by economic and social development.The combined effect of these factors has enabled university students in both regions to recognize dialects as significant carriers of cultural diversity and social identity, thereby fostering a relatively high level of awareness and responsibility toward dialect preservation. 5. Conservation Measures and Suggestions from a Sustainability Perspective Linguistic diversity constitutes a vital component of human cultural diversity, playing an indispensable role in sustaining social stability and facilitating intercultural exchange. However, the widespread promotion and adoption of Mandarin have gradually reduced the functional domains of Xinjiang's Chinese dialects. Concurrently, university students' awareness and frequency of dialect use have declined, which poses a significant threat to the transmission and development of these dialects. From a sustainability perspective, it is crucial to focus on the long-term viability and developmental potential of dialect cultures. To address this challenge, the following measures are recommended: (1) Targeting University Students in Xinjiang: Enhancing Promotion and Education of Dialect Culture Leveraging Xinjiang's unique multicultural and multilingual heritage. It is essential to develop regionally distinctive language and cultural brands, advance digital dissemination. And strengthen the integration of cultural and economic development, in order to more effectively explore and preserve the cultural value of dialects.On the one hand, by organizing thematic events such as the “Tianshan Dialect Culture Festival” and establishing practical platforms like the “Multilingual Language Exchange Meeting”. The unique charm of each ethnic group's language and culture is effectively showcased, thereby drawing greater public attention to the preservation and inheritance of dialectal cultural heritage.Meanwhile, integrating dialect cultural elements into cultural and creative design as well as language learning curricula is actively promoted to develop innovative and functional cultural carriers.On the other hand, the emergence of new educational technologies has enabled computers to provide enhanced opportunities for improving language learning methodologies [ 34 ]. Digital dissemination has increasingly become a crucial approach for the intergenerational transmission of dialect cultures. By producing digital content such as dialect-based short videos and narrative audio recordings. Constructing a coordinated dissemination matrix across new media platforms,including WeChat official accounts and Douyin. Young audiences are effectively engaged in the promotion and active practice of dialect cultural heritage.In addition, the deep integration of dialect culture with the local economy has emerged as a significant developmental trajectory. Embedding dialect elements into the tourism industry. Such as offering dialect-guided tours and organizing immersive dialect experience activities. It not only enhances the cultural value-added dimension of regional tourism but also revitalizes the transmission and preservation of dialect heritage.Through the multidimensional integration of cultural, technological and economic elements, sustainable development of dialect culture and the enhancement of its societal influence can be effectively realized. At the same time, in light of the differences between southern Xinjiang and northern Xinjiang, differentiated protection measures should be formulated: In southern Xinjiang, due to its distinctive linguistic environment characterized by the convergence of multiple ethnic languages, priority should be given to conducting in-depth research on the exploration and integration of dialect culture with ethnic languages.By establishing dialect culture research centers to strengthen theoretical research and practical exploration within academic communities, promoting the innovative integration of dialects with local traditional cultural forms(such as folk songs and dances) and enhancing their artistic appeal and cultural vitality. It is possible to effectively stimulate local populations' sense of identity and enthusiasm for dialect preservation and transmission.In Northern Xinjiang, the primary focus lies in reinforcing the foundational infrastructure of dialect culture to mitigate its limited dissemination. Through intensified promotion efforts to raise societal awareness of the significance of dialect heritage, coupled with the systematic integration of “dialect culture into campus” initiatives within the educational framework, a supportive environment for dialect usage can be effectively cultivated.Furthermore, it is essential to enhance collaboration and exchanges among universities in northern and Southern Xinjiang by establishing a coordinated linkage mechanism for dialect protection initiatives. Constructing platforms for academic discourse and cultural interaction.Facilitating the exchange and mutual learning of dialect-related cultural experiences between the two regions. This approach will contribute to the harmonized regional development and comprehensive enhancement of dialect preservation efforts across Xinjiang. (2) For non-Xinjiang University Students: Strengthen Awareness Regarding Dialect Preservation John Edwards extensively integrated perspectives from sociolinguistics, the sociology of language and psycholinguistics, using the relationship between language and identity as a central theme to connect key issues such as language variation and change, language attitudes and prejudice, language endangerment and preservation. He also examined the interplay between language use and regional cultural identity[ 35 ].To enhance the understanding of the relationship between language and identity, implementing comparative studies of language and culture alongside cognitive education can effectively help university students from regions outside Xinjiang grasp the linguistic characteristics and historical context of Xinjiang dialects, as well as their dynamic interactions with local ethnic languages and cultural practices.This process is designed to guide students in recognizing the crucial role of Xinjiang dialects in preserving linguistic diversity, promoting cultural continuity. And fostering ethnic unity, thereby cultivating a well-founded awareness of dialect preservation.Meanwhile, through structured academic lectures and complementary activities. The cultural value of Xinjiang dialects can be systematically explored to enhance students' understanding and appreciation of linguistic diversity.Building upon this foundation, a cross-regional platform for dialect and cultural exchange should be constructed to actively organize and promote linguistic and cultural interaction between university students in Xinjiang and those in other regions.The interplay between online teaching delivery and emotional labor within the framework of online language education effectively addresses critical gaps across theoretical, methodological and practical domains [ 36 ]. Empirical analyses further demonstrate that linguistic interaction plays a pivotal role in facilitating effective learning outcomes.Continuous interaction is likely to enhance learners' motivation to acquire and improve their proficiency in the target language [ 37 ]. Organizing a variety of online and offline initiatives,such as “Dialect Recitation Competitions”, “Dialect Story Sharing Sessions” and “Language and Culture Experience Weeks”.These can effectively deepen the understanding and foster greater recognition of Xinjiang dialect culture among university students from non-Xinjiang regions.Meanwhile, an integrated online-offline interactive platform should be constructed to facilitate sustained cross-regional exchanges and collaborative engagement between students in language and cultural domains, thereby cultivating an inclusive environment that encourages collective participation in dialect preservation. Furthermore, university-targeted educational materials on language and culture should be developed, accompanied by the compilation of comprehensive and accessible dialect culture readers that systematically present the historical and cultural significance, contemporary relevance, and preservation strategies of Xinjiang dialects.By incorporating vivid and engaging case studies, visually rich illustrations, interactive digital multimedia resources, the appeal and dissemination effectiveness of the educational materials can be significantly enhanced, thereby improving the understanding of university students outside Xinjiang regarding the significance and practical strategies of dialect culture preservation. These initiatives will effectively address the existing knowledge gaps in dialect culture among non-Xinjiang students and contribute to the development and reinforcement of dialect preservation awareness. (3) For University Students Majoring in Language Disciplines: Construct A Practice-Oriented Dialect Teaching System that Integrates Virtual and Real-World Learning Environments. Developing a systematic dialect practice teaching framework serves as a critical approach to enhancing students' cultural competence in dialect studies and their applied linguistic skills. By integrating dialect practice modules into the language discipline curriculum and strategically designing technology-enhanced courses such as “Dialect Dialogue Training” and “Dialect Narrative Skills” utilizing augmented reality tools, students' practical application capabilities can be effectively fostered.By refining the teaching syllabus and curriculum structure, dialect learning should be systematically integrated into professional training programs. Concurrently, a multi-tiered practical training platform should be developed, accompanied by the organization of diverse dialect cultural activities(such as dialect recitation performances and linguistic art competitions) to enhance students' linguistic flexibility and creative expression.Furthermore, artificial intelligence tools can significantly improve students' language proficiency by enabling them to identify and correct grammatical errors while expanding their lexical and syntactic range, thereby facilitating more effective language learning and increasing their engagement and motivation in interactive language activities [ 38 ].Statistical analysis demonstrates that the integration of augmented reality technology into instruction can significantly enhance students' motivation in language learning, which in turn has a direct positive impact on their academic performance [ 39 ].Augmented reality is a real-time technological system that integrates computer-generated images, sounds, and videos to enable users to interact with the physical environment in an enhanced and immersive manner [ 40 ]. As a supportive instructional tool, its application plays a crucial role in facilitating language teaching and learning processes [ 41 ]. Augmented reality is applicable to learners across various educational levels, ranging from primary school to higher education [ 42 ].Research findings indicate that both educators and learners demonstrate positive attitudes toward the integration of augmented reality tools in language learning. Furthermore, studies have shown that these tools can enhance language acquisition by creating immersive learning environments, fostering intrinsic motivation, facilitating interactive engagement, and alleviating anxiety associated with language use [ 43 ].Moreover, students are encouraged to engage in fieldwork and applied research within dialect-speaking regions, while stable internship and training bases are systematically established to strengthen the effectiveness of practical instruction. In fostering innovative practical competencies, students are guided to leverage their disciplinary strengths by integrating dialect studies with initiatives in innovation and entrepreneurial practice.Through university students' innovation and entrepreneurship programs, systematic research can be conducted on dialect usage patterns and the cultural connotations associated with them. The findings can subsequently be translated into actionable policy recommendations for dialect preservation or developed into culturally inspired creative products, thereby fostering students’ professional development and raising their awareness of dialect heritage conservation.Furthermore, an open-access teaching resource system should be constructed, accompanied by the establishment of a comprehensive dialect learning repository. Regional dialect materials should be systematically collected and organized, while specialized teaching software and digital learning platforms should be developed to support interactive and multimedia-enhanced instruction. Concurrently, collaboration between academic institutions and local communities should be strengthened, with expert dialectologists invited to deliver specialized lectures aimed at expanding students' academic and cultural perspectives.Finally, the assessment and evaluation mechanism should be refined by establishing a scientifically grounded and well-structured assessment system. Multiple dimensions, including daily practice, creative output, investigative research, and other relevant factors, should be integrated into the evaluation criteria to comprehensively assess students' proficiency and learning outcomes in dialect studies. (4) Enhancing Consensus in Dialect Preservation Awareness: Facilitating Multi-Stakeholder Collaboration to Build a Unified Protective Framework. To build a cohesive force for dialect preservation, it is essential to establish a sustainable long-term mechanism that fosters coordinated collaboration among governmental agencies, educational institutions and society at large. Government bodies should develop targeted policies, ensure financial resources and institutional support, clearly define the objectives and accountable entities for dialect protection, and allocate dedicated funding for relevant research, educational programs and dissemination initiatives.Educational institutions should utilize their strengths in academic research and pedagogical practice to advance theoretical studies, curriculum design and talent development in the field of dialect preservation, with a strategic focus on cultivating future professionals dedicated to this cause. At the basic education level, dialect cultural content should be systematically integrated into the curriculum to enable primary and secondary school students to naturally develop a sense of identity and awareness of the need to inherit their local dialects through language learning.In the realm of higher education, greater emphasis should be placed on training specialized professionals committed to dialect preservation. A structured volunteer initiative for dialect protection can be developed to actively engage university students in preservation efforts, thereby strengthening the social impact and long-term sustainability of dialect conservation.To ensure sustained intellectual support and talent assurance for the long-term inheritance and development of dialect culture. A durable mechanism for dialect preservation should be constructed through the dual drivers of educational guidance and professional training. At the societal level, efforts should be made to encourage broad public participation in dialect cultural inheritance, thereby fostering a collaborative protection framework involving multiple stakeholders.Specifically, the establishment of a dialect protection alliance can facilitate the regular organization of cross-regional seminars and experience-sharing sessions, thereby strengthening inter-institutional collaboration and promoting the efficient sharing of resources. Meanwhile, social entities such as enterprises, communities, and families should be actively engaged in the transmission of dialect culture. For example, enterprises may sponsor dialect-related cultural events, communities can establish dialect corners. And families can encourage intergenerational transmission of dialects, all of which contribute to broadening the scope of social participation in dialect preservation.Furthermore, the integration of dialect culture into contemporary life contexts. Such as the development of dialect-learning mobile applications and the production of dialect-based films and television programs.These can significantly enhance the modern relevance and practical value of dialects within the framework of social development. Concurrently, enhancing the functional proficiency of dialects through targeted professional training can empower dialect speakers to more effectively utilize their linguistic competencies in areas such as employment and social communication, thereby reinforcing the internal driving forces behind dialect transmission.Furthermore, a scientifically rigorous and comprehensive monitoring and evaluation framework for dialect protection should be established. Regular surveys and research on dialect usage should be systematically conducted to evaluate the effectiveness and societal impact of implemented protection measures. Based on the findings, protection strategies should be dynamically adjusted and refined in a timely manner to ensure the sustainability and efficacy of dialect preservation efforts, thereby providing a reliable foundation for achieving long-term conservation objectives. Epilogue This study reveals that the complex linguistic environment in Xinjiang has a profound influence on the cognition and usage of dialects. The dialect cognition and usage among university students in Xinjiang are significantly affected by factors such as geographical region and academic major, whereas gender and age demonstrate relatively minimal impact across the three dimensions of dialect cognition, usage, and preservation.Interview data reveal that the cross-cultural learning environment has fostered interest among some non-Xinjiang students in acquiring ethnic minority languages and Xinjiang varieties of Mandarin Chinese. This interest is driven by both instrumental motivations(such as cross-cultural communication and employment competitiveness) and a sense of cultural identification. The emergent “adaptive dialect usage pattern” among students underscores the pivotal role of universities as self-organizing systems in language ecological conservation. This grassroots, “bottom-up” model of language transmission complements the institutional “top-down” framework of national language policies, thereby offering a dual-layered safeguard for the sustainable preservation of dialects.Future efforts should systematically integrate these organic practices to establish a differentiated protection framework that incorporates cultural identity cultivation, practical application and scientific evaluation, thereby effectively embedding linguistic diversity within the social ecology of regional sustainable development. Declarations Funding: This research received funding from the following sources: Author Contribution M.Conceptualization, Methodology, Investigation, Data Curation, Writing - Original Draft,Writing - Review & Editing,Funding.B.Formal analysis, Software, Validation,Funding.K.(Corresponding Author): Supervision, Project Administration, Resources, Funding Acquisition, Writing - Review & Editing, Final Approval. Data Availability All data generated or analysed during this study are included in this published article Ethics statement The studies involving human participants were reviewed and approved by the Ethics Committee of the School of Shaanxi Normal University (SNNU2025090112) and the legal guardians of all participants. All methods were performed in accordance with relevant guidelines and regulations. Written informed consent to participate in this study was provided by the themselves. References Chen Limao. 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Perspective","fulltext":[{"header":"1.Introduction","content":"\u003cp\u003eDialects constitute the spiritual homeland of regional populations. As a core carrier of regional culture and a fundamental element of ethnic identity, they encapsulate the historical memory, social customs and collective psychological traits of specific geographic communities.However, in contemporary society, the sustained promotion of Mandarin's popularization, coupled with its profound interplay with the processes of modernization and urbanization. It\u0026rsquo;s increasingly driving a widespread transformation of the linguistic ecosystem:The younger generation's capacity to acquire dialects has markedly diminished, while the domains and frequency of dialect use have progressively declined, resulting in a sustained reduction in dialect proficiency. This trend reflects a concerning state of intergenerational language transmission[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e].The phenomenon referred to as the \"crisis of dialect transmission\" has garnered significant scholarly attention within academic circles.Field studies on dialects such as the Min dialects [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], Nanjing dialect [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e] and Changzhou dialect [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e] have consistently demonstrated a declining trend in both the proficiency and enthusiasm for dialect use among the younger generation.It is necessary to further clarify that although field investigations into dialect usage and attitudes have yielded substantial findings, as Chen Liping has noted, methodological limitations remain. A significant proportion of these studies rely on basic percentage statistics and descriptive comparisons. With insufficient in-depth analysis of complex data and limited application of rigorous multivariate statistical models. Consequently, the robustness and depth of the resulting conclusions warrant further improvement[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Therefore, employing a more rigorous and systematic questionnaire survey methodology to conduct empirical analysis represents a crucial approach for thoroughly investigating young people's dialect cognition, usage patterns and preservation attitudes, as well as the underlying relationships among these factors. This methodological approach is essential for uncovering the mechanisms of dialect cultural transmission and effectively addressing the prevailing inheritance crisis.\u003c/p\u003e\u003cp\u003eAgainst this broader socio-linguistic backdrop, the linguistic ecology of Xinjiang presents a uniquely significant configuration. Xinjiang is home to a rich and diverse array of dialect cultures, which serve not only as vital carriers of regional heritage but also as dynamic reflections of ethnic history, societal transformation and collective identity formation.However, as Mandarin becomes increasingly widespread and modernization accelerates, the erosion of \u0026ldquo;original\u0026rdquo; dialectal features has intensified, while the internal linguistic variations among regionally accented Mandarin varieties across Xinjiang continue to diminish.Xinjiang's Chinese dialects serve as a linguistic bridge within a multicultural society, embodying the historical legacy of language convergence along the Silk Road.It functions not only as an emotional marker of identity for frontier communities but also as a distinctive resource for grassroots governance and the cultural tourism economy. Its preservation constitutes an indispensable component in safeguarding the linguistic and cultural diversity of China.Notably, within Xinjiang's multilingual ecological environment characterized by linguistic coexistence, Chinese dialects face more complex challenges compared to those in the \u0026ldquo;monolingual\u0026rdquo; (Mandarin) or \u0026ldquo;bilingual\u0026rdquo; (Mandarin plus a dominant local dialect) contexts of more economically developed regions.On one hand, its \u0026ldquo;original\u0026rdquo; linguistic features are experiencing accelerated erosion under the homogenizing influence of Mandarin; on the other hand, its role as a custodian of cultural diversity and a facilitator of communal consciousness within the Chinese nation is gaining heightened prominence in the context of cultural pluralism.It is evident that the vitality of Xinjiang dialects constitutes a strategically indispensable asset in preserving the linguistic and cultural diversity of China and in reinforcing the collective consciousness of the Chinese nation as an integrated community.\u003c/p\u003e\u003cp\u003eResearch on Xinjiang's Chinese dialects has evolved over several decades, progressing from isolated and sporadic investigations to large-scale dialect surveys, the compilation of comprehensive reports, the creation of dialect maps and systematic descriptions of phonological, lexical and grammatical features across different dialect points, ultimately achieving significant scholarly advancements.In 1958, Liu Zhongsheng provided a comprehensive summary of the linguistic features of the Xinjiang dialect of Chinese and conducted a systematic comparative analysis of the similarities and differences among the Xinjiang dialect, the Dungan language, and the Beijing dialect [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e].Yang Xiaomin has emphasized the importance of enhancing research on Chinese dialects in ethnic minority regions, advocating for the systematic conduct of dialect surveys and underscoring to scholars the significant potential this area holds for scholarly exploration [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e].He also conducted a preliminary analysis of the distinctive grammatical features present in the Urumqi dialect of Chinese, highlighting the linguistic divergences from Mandarin [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].For the subsequent 17 years, scholarly research on Chinese dialects in Xinjiang remained scarce. It was not until 1980 that a renewed academic interest emerged, with scholars gradually resuming in-depth studies on Xinjiang's Chinese dialects. Over the past four decades, this line of research has continued to develop.Prior research has primarily concentrated on the general characteristics, formation mechanisms and classification of Xinjiang dialects.For example, Li Jingwei provided a detailed exposition of the languages and writing systems of various ethnic groups in Xinjiang [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Liu Li and Li analyzed the formation processes of the Han and Hui dialects in Urumqi and identified the underlying factors contributing to the coexistence of these two Chinese dialects [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Liu Li and Zhou Lei proposed a tripartite classification of Chinese dialects in Xinjiang, which laid the foundation for an initial macro-level understanding of their distribution and variation [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e].Subsequent research, building upon theoretical foundations, has shifted toward more in-depth analytical approaches and has increasingly emphasized micro-level examinations.For example, Zhou Lei conducted a comprehensive analysis of the phonological system of the Turpan Chinese dialect [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Zhang Yang systematically examined the characteristics of Chinese dialects in Xinjiang, attributing these features to the influence of archaic Chinese and minority languages, as well as the increasing standardization of Mandarin and the ongoing integration of regional dialects [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Dong Yinqi has based on the existing research achievements on Xinjiang Chinese dialects, summarized the progress made and proposed key research methodologies and thematic directions for future studies aimed at establishing a systematic framework for Xinjiang Chinese dialects [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Wang Yuanxin investigated the linguistic manifestations of interethnic interaction through the phenomenon of Uyghur loanwords in Xinjiang Chinese dialects [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].However, a noticeable bias exists in the research perspective. Previous studies have predominantly concentrated on intrinsic linguistic features, historical development and geographical distribution of phonetics, vocabulary and grammar\u0026mdash;elements internal to the language system. In contrast, investigations into sociolinguistic and sociological dimensions.Such as speakers' language psychology, language attitudes, actual usage patterns and the interplay between language use and cultural identity remain underdeveloped.\u003c/p\u003e\u003cp\u003et is particularly noteworthy that university students, as a pivotal demographic transitioning into society and undertaking the responsibility of cultural transmission, play a critical role in determining the future vitality of dialects through their dialect proficiency, linguistic attitudes and behavioral practices.Few studies in the existing literature have addressed the sociolinguistic and psychological dimensions of Chinese dialect use among university students, including their language attitudes, code-switching practices and identity construction.Smitley and Leigh utilized interview-based methodologies to investigate university students' perceptions of English dialects. Participants were asked to evaluate audio recordings of male and female speakers representing four regional varieties(Appalachian American, Eastern American, General American and African American English)using semantic differential scales. Findings revealed that female speakers were generally rated more favorably in terms of warmth, maturity, and assertiveness. Additionally, the General American dialect was perceived most positively overall [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e].Qian Nairong conducted a comparative analysis, revealing that among various sociolinguistic factors, age variation constitutes the most salient social distinction in the Shanghai dialect. The study systematically contrasted the characteristics of age-related lexical differences by examining linguistic usage from the perspectives of elderly and young speakers [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e].Bai Ruifen posits that university students serve as central agents in the transmission of sociocultural heritage, with undergraduate students specializing in Chinese language and literature representing key stakeholders and primary agents in the preservation of dialects. Fostering students' interest, emotional attachment and in-depth understanding of dialectal heritage constitutes a fundamental educational objective and historical responsibility within the undergraduate curriculum of Chinese language and literature [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e].Guo Chong's study which employed a questionnaire survey methodology, revealed that university students at municipal universities in Wuhan exhibit a relatively low level of proficiency in the Wuhan dialect. Furthermore, municipal application-oriented undergraduate institutions currently lack supportive environments for dialect acquisition. Despite this, the majority of students acknowledge the significance of learning Wuhan dialect culture, with 86% of respondents asserting that universities should take active measures to promote and preserve local linguistic traditions [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e].Jiao Guiqing's questionnaire survey revealed that 75.6% of university students do not perceive dialects as backward or vulgar forms of communication. A significant proportion of respondents also expressed support for the establishment of dialect-related activities. Furthermore, 60% of the surveyed students demonstrated a strong awareness of the importance of dialect preservation, although the daily usage of dialects remains relatively low [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e].It is evident that a majority of in-depth empirical studies focusing on university students tend to concentrate on a single dimension.For example, existing research has predominantly concentrated on singular dimensions such as attitudes or frequency of dialect usage [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. With a geographical emphasis on dialect-dominant regions, such as studies focusing on the Shanghai dialect [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e], or has only superficially examined the significance for students majoring in language-related disciplines [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. There remains a notable absence of systematic investigations into the complex internal variations among university students. Particularly concerning regional origins and academic backgrounds. Moreover, few studies have attempted to adopt an integrated framework that encompasses \u0026ldquo;cognition, usage, and protection attitudes\u0026rdquo; for a comprehensive analysis.\u003c/p\u003e\u003cp\u003eGiven these circumstances. This study is grounded in the distinctive and multifaceted multilingual cultural context of Xinjiang, with a focus on university students as a central and pivotal demographic in the transmission of dialect culture, aiming to address the gaps and limitations present in current research.This study aims to develop a dialect survey questionnaire with robust reliability and validity and to employ the questionnaire survey method to address the existing gaps in research concerning dialect cognition and preservation practices among university students in Xinjiang. The ultimate objective is to uncover underlying patterns in how these students perceive, use and approach the protection of dialects.\u003c/p\u003e"},{"header":"2.Research Design","content":"\u003cp\u003e\u003cem\u003e(1) Research Subjects\u003c/em\u003e\u003c/p\u003e\u003cp\u003eThe initial sample: It was collected through online questionnaires with 270 questionnaires distributed, 262 returned, and 251 valid, resulting in a valid recovery rate of 92.96%. Among them, there were 60 males and 191 females. 4 were under 18 years old, 202 were between 18 and 22 years old, 43 were between 23 and 27 years old and 2 were over 27 years old. 207 were from language-related majors and 44 from non-language-related majors. 95 were from southern Xinjiang and 156 from northern Xinjiang. These 251 individuals were used for exploratory factor analysis when compiling the self-designed questionnaire.\u003c/p\u003e\u003cp\u003eThe second test sample: 290 questionnaires were distributed online, 281 were returned and 277 were valid, with a valid recovery rate of 95.52%. Among them, there were 60 males and 217 females. 3 were under 18 years old, 230 were between 18 and 22 years old, 43 were between 23 and 27 years old and 1 was over 27 years old. 234 were from language-related majors and 43 were from non-language-related majors. 98 were from southern Xinjiang and 179 were from northern Xinjiang. These 277 people were used for confirmatory factor analysis when the self-compiled questionnaire was verified.\u003c/p\u003e\u003cp\u003eFormal Investigation: This investigation covered universities in both the northern and southern parts of the Tianshan Mountains, namely Han students from different majors in universities in Xinjiang's North and South. The subjects were divided into Xinjiang-native and non-Xinjiang-native students. A total of 510 questionnaires were distributed and 501 valid questionnaires were retrieved. With an effective rate of 98.2%. The theme of this investigation was the current situation of dialect cognition, usage and protection among university students in Xinjiang.\u003c/p\u003e\u003cp\u003eThe basic information of the survey subjects is shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e2\u003c/span\u003e\u0026thinsp;\u0026minus;\u0026thinsp;1.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u0026thinsp;\u0026minus;\u0026thinsp;1 Statistical Table of Basic Information of Survey Respondents\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCategory\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAttribute\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eNumber\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePercentage\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003egender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003emale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e216\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e43.114%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003efemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e285\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e56.886%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eage group\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e18\u0026ndash;22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e412\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e82.236%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e23\u0026ndash;27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e17.764%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eprofessional\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLanguage-related majors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e256\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e51.098%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNon-language-related majors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e245\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e48.902%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eplace of origin of students\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSouthern Xinjiang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e136\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e27.146%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNorthern Xinjiang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e271\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e54.092%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOutside Xinjiang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e94\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e18.762%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003etotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e501\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e100%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cem\u003e(2) Research Tools\u003c/em\u003e\u003c/p\u003e\u003cp\u003eWe developed the \u0026ldquo;Questionnaire on university Students' Dialect Cognition, Use and Protection\u0026rdquo; independently. Grounded in the aforementioned theoretical framework of dialect cognition and protection, and drawing upon the perspectives of scholars such as Li Jingwei. The questionnaire is structured around three core theoretical dimensions: dialect cognition, dialect use and dialect protection.Initially, test items with high levels of recognition were selected for compilation. Subsequently, professors, doctoral candidates and master's students specializing in psychology and linguistics were invited to evaluate both the selection and content of the items and to refine those exhibiting ambiguous semantics or inappropriate phrasing.Items that did not accurately reflect the research focus of \u0026ldquo;dialect cognition, usage and protection\u0026rdquo; were excluded. Ultimately, 11 items were retained to constitute the \u0026ldquo;Questionnaire on university Students' Dialect Cognition, Usage and Protection\u0026rdquo;.All items in this questionnaire are rated on a five-point Likert scale. Respondents are asked to indicate the extent to which the content of each item corresponds to their actual behavior or perception. The response options are defined as follows: \u0026ldquo;1\u0026thinsp;=\u0026thinsp;almost never\u0026rdquo;, \u0026ldquo;2\u0026thinsp;=\u0026thinsp;occasionally\u0026rdquo;, \u0026ldquo;3\u0026thinsp;=\u0026thinsp;sometimes\u0026rdquo;, \u0026ldquo;4\u0026thinsp;=\u0026thinsp;often\u0026rdquo;, \u0026ldquo;5\u0026thinsp;=\u0026thinsp;always\u0026rdquo;.\u003c/p\u003e\u003cp\u003eReliability and validity analyses were conducted on the \u0026ldquo;Questionnaire on university Students' Dialect Cognition, Use and Protection\u0026rdquo;. Item analysis was performed using the critical ratio method and correlation method.The results showed that the t-values of the differences between the high-score group and the low-score group for the 11 items of the scale ranged from 11.502 to 22.319, with P-values all less than 0.001. The total correlation coefficients r of the items ranged from 0.668 to 0.790. With P-values all less than 0.001, indicating that the items of the scale had good discrimination.\u003c/p\u003e\u003cp\u003eExploratory factor analysis results indicated that the KMO measure of sampling adequacy was 0.894 and Bartlett's test of sphericity yielded an approximate chi-square value of 2652.511, with a significance level of P\u0026thinsp;\u0026lt;\u0026thinsp;0.001. These findings suggest that the dataset was well-suited for exploratory factor analysis.Then, principal component analysis was applied, with the number of factors to be extracted set at 3. The maximum variance method was used for rotation, and the rotated solution was output. The structure of all items on the factor loading matrix was consistent with the theoretical conception.Three distinct factors were extracted: dialect protection, dialect usage and dialect cognition. With corresponding eigenvalues of 7.464, 1.667 and 0.807. Collectively, these factors account for 76.450% of the total variance. The commonalities across all items ranged from 0.677 (Item 7) to 0.827 (Item 5), indicating satisfactory communalities for each item.\u003c/p\u003e\u003cp\u003eConfirmatory factor analysis conducted on the 277 cases from the second testing sample demonstrated that the model exhibited good overall fit.The revised three-factor structural model was successfully validated. The chi-square statistic reached statistical significance (χ2/df\u0026thinsp;=\u0026thinsp;2.360). Model fit indices further supported the adequacy of the model, with GFI\u0026thinsp;=\u0026thinsp;0.947 and AGFI\u0026thinsp;=\u0026thinsp;0.910, both exceeding the threshold of 0.90. Additionally, the RMSEA value was 0.070 which is below the commonly accepted cutoff of 0.08. These results collectively indicate that the absolute fit indices meet the acceptable model fit criteria.The incremental fit indices demonstrated acceptable model fit, with NFI\u0026thinsp;=\u0026thinsp;0.958, RFI\u0026thinsp;=\u0026thinsp;0.940, IFI\u0026thinsp;=\u0026thinsp;0.975, CFI\u0026thinsp;=\u0026thinsp;0.975 and TLI\u0026thinsp;=\u0026thinsp;0.965. All values exceeded the recommended threshold of 0.90, indicating that the model achieves a satisfactory level of incremental fit.The parsimony-adjusted fit indices showed acceptable values, with PGFI\u0026thinsp;=\u0026thinsp;0.559 and PNFI\u0026thinsp;=\u0026thinsp;0.679, both exceeding the recommended threshold of 0.05. These results suggest that the model demonstrates satisfactory parsimony fit. Combined with previous fit indices, the overall model fit is reasonable. Indicating that the questionnaire possesses good structural validity and the three-factor structure model is empirically supported.\u003c/p\u003e"},{"header":"3. Results and Analysis","content":"\u003cp\u003e\u003cem\u003e(1) Comparison of Differences in Dialect Cognition, Use and Protection among Male and Female university Students\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u0026thinsp;\u0026minus;\u0026thinsp;1 Comparison of Differences in Dialect Cognition, Use and Protection among university Students of Different Genders\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDimension n\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003ep\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDialect cognition\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003emale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.125\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.640\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-0.373\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.710\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003efemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.147\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.639\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDialect usage\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003emale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.914\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.885\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-1.223\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.222\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003efemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.008\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.837\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDialect preservation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003emale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.417\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.569\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-0.439\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.661\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003efemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.440\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.587\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs presented in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e3\u003c/span\u003e\u0026thinsp;\u0026minus;\u0026thinsp;1, the results of the independent samples t-test indicate that there are no statistically significant differences between male and female university students in terms of dialect cognition, usage and preservation, as all p-values exceed 0.05.\u003c/p\u003e\u003cp\u003e\u003cem\u003e(2) Comparison of the Differences in Dialect Cognition, Use and Protection among university Students of Different Age Groups\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u0026thinsp;\u0026minus;\u0026thinsp;2 Comparison of Differences in Dialect Cognition, Use and Protection among university Students of Different Age Groups\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDimension\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAge Group\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003ep\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDialect cognition\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e18\u0026ndash;22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.041\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.767\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.042\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.966\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e23\u0026ndash;27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.037\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.769\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDialect usage\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e18\u0026ndash;22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.020\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.864\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.778\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.438\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e23\u0026ndash;27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.929\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e1.033\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDialect preservation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e18\u0026ndash;22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.401\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.629\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e-1.779\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.076\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e23\u0026ndash;27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.530\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.588\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs presented in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e3\u003c/span\u003e\u0026thinsp;\u0026minus;\u0026thinsp;2, the results of the independent samples t-test indicate that there are no statistically significant differences among university students of different age groups in terms of dialect cognition, usage, and preservation, as all p-values exceed 0.05.\u003c/p\u003e\u003cp\u003e\u003cem\u003e(3) Comparison of Differences in Dialect Cognition, Use and Protection among university Students of Different Majors\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e3 Comparison of Differences in Dialect Cognition, Use and Protection among university Students of Different Majors\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDimension\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eProfession\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eAverage\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003ep\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDialect cognition\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLanguage-related majors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.188\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.666\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e1.804\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.072\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNon-language-related majors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.084\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.607\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDialect usage\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLanguage-related majors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.113\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.840\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e3.946\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNon-language-related majors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.815\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.853\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDialect preservation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLanguage-related majors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.469\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.567\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e1.542\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.124\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNon-language-related majors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.390\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.589\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs presented in Table\u0026nbsp;\u0026lt;link rid=\"tb5\"\u0026gt;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e3\u0026lt;/link\u0026gt;\u003c/span\u003e\u0026ndash;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e3\u003c/span\u003e, the results of the independent samples t-test indicate that there is a statistically significant difference in the dimension of dialect usage between university students majoring in language-related fields and those in non-language-related fields (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05).Suggesting that language majors exhibit higher levels of dialect usage. In contrast, no statistically significant differences are observed in the dimensions of dialect cognition and dialect protection between the two groups (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05).\u003c/p\u003e\u003cp\u003e\u003cem\u003e(4) A Comparative Study on the Differences in Dialect Cognition, Use and Protection among University Students from Different Hometowns\u003c/em\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e4 Comparison of Differences in university Students' Dialect Cognition, Use and Protection in Different Regions\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDimension\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePlace of Origin\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003ep\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eDialect cognition\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSouthern Xinjiang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.196\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.691\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e5.924\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e0.003\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNorthern Xinjiang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.030\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.732\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOutside Xinjiang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.848\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.914\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eDialect usage\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSouthern Xinjiang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.191\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.811\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e8.710\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNorthern Xinjiang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.016\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.882\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOutside Xinjiang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.699\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.980\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eDialect preservation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSouthern Xinjiang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.474\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.618\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e1.475\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e0.230\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNorthern Xinjiang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.431\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.618\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOutside Xinjiang\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.332\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.643\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs can be seen from Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e3\u003c/span\u003e\u0026ndash;4, through the one-way ANOVA, it\u0026rsquo;s known that there are significant differences in the dialect cognition dimension among university students from different places of origin, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01.Further post hoc analysis indicated that university students from southern Xinjiang exhibited significantly higher levels of dialect awareness compared to those from northern Xinjiang, with a mean difference of 0.167 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Additionally, students from southern Xinjiang demonstrated higher dialect awareness than those from regions outside Xinjiang, with a mean difference of 0.349 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Similarly, university students from northern Xinjiang showed significantly higher dialect awareness than those from outside Xinjiang, with a mean difference of 0.182 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05).\u003c/p\u003e\u003cp\u003eThere are extremely significant differences in the use of dialects among university students from different places of origin, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01.Further post hoc analysis indicated that university students from southern Xinjiang exhibited significantly higher levels of dialect usage compared to those from regions outside Xinjiang, with a mean difference of 0.493 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Similarly, students from northern Xinjiang demonstrated higher dialect usage than those from non-Xinjiang regions, with a mean difference of 0.317 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). However, no statistically significant difference was found between students from southern Xinjiang and those from northern Xinjiang in terms of dialect usage (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05).\u003c/p\u003e"},{"header":"4. Conclusion and Discussion","content":"\u003cp\u003e\u003cem\u003e(1)University Students Demonstrate a Consistent Pattern Across Genders in Their Cognition, Usage, and Preservation of Dialects.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe research findings indicate that no statistically significant differences exist between male and female university students regarding their cognition, usage, and preservation of dialects (P\u0026thinsp;\u0026gt;\u0026thinsp;0.05).This result contradicts the earlier research conducted by Smitley and Leigh. In their study examining university students' perceptions of English dialects, female speakers were generally perceived as more amiable, mature and ambitious, while the General American dialect was rated most favorably [\u003cspan class=\"CitationRef\"\u003e19\u003c/span\u003e].Possible explanations for this discrepancy are as follows: First, differences in language systems may play a role. Chinese dialects possess a cross-written characteristic (featuring a distinct writing system), which enhances their function as cultural symbols. As a result, attitudes toward Chinese dialects are more strongly influenced by cultural identity than by gender. In contrast, English dialects rely heavily on phonetic perception, making them more susceptible to gender-based perceptions.The second is the difference in the social context of the research subjects. The use of dialects by Chinese university students shows a \u0026ldquo;generational inheritance\u0026rdquo; feature and their language behavior is mainly driven by the family language environment and regional cultural identity.Compared to how university students in English-speaking countries construct their social identities through dialect selection(for example, female speakers demonstrating a stronger tendency to adopt standard varieties) .Chinese university students' use of dialects is primarily characterized by the natural continuation of family language practices, with gender differences attenuated by the intergenerational transmission pattern.Within the urban-rural dual structure, dialects function as markers of sociocultural identity, with students from rural backgrounds exhibiting a stronger inclination to preserve them as symbols of \u0026ldquo;root culture\u0026rdquo;. In the context of mobile social networking, communicative contexts have become increasingly differentiated: dialects are predominantly used in private domains such as family communication and intimate interpersonal relationships, whereas standard language is primarily utilized in public domains encompassing academic and professional environments.Thirdly, differences exist in research instruments and focal points. Building upon prior studies. This research utilizes a self-developed \u0026ldquo;Questionnaire on university Students' Cognition Usage and Preservation of Dialects\u0026rdquo;. With an emphasis on holistic cognitive, behavioral and protective tendencies toward dialects. In contrast, Smitley et al. employed the \u0026ldquo;Semantic Differential Scale\u0026rdquo; to assess specific dimensions of social evaluation(such as likeability and maturity).Focusing on micro-level social psychological characteristics.Furthermore, the evolving conceptualization of gender roles in contemporary Chinese society may contribute to the attenuation of traditional gender-based stereotypes embedded within regional dialects.In contrast, the \u0026ldquo;expectation of affability\u0026rdquo; associated with women's speech is notably more pronounced in Western societies. These cross-cultural cognitive disparities underscore the cultural specificity inherent in the study of gender differences in language, demonstrating that such manifestations are invariably mediated by the broader sociocultural context.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e(2) University Students Demonstrate Consistent Patterns in the Cognition, Usage and Preservation of Dialects Across Different Age Groups.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis study revealed that no statistically significant differences exist among university students across various age groups regarding dialect cognition, usage, and preservation (P\u0026thinsp;\u0026gt;\u0026thinsp;0.05).This finding partially aligns with the research results of Qian Nairong [\u003cspan class=\"CitationRef\"\u003e20\u003c/span\u003e]. For instance, both studies examine age-related variations in language (or dialects) and include young populations (such as university students or adolescents).Qian Nairong's study highlights the trend of the Shanghai dialect converging toward Mandarin. The findings from research on university students' dialect use, which indicate reduced frequency of dialect usage or declining awareness, align with this observed linguistic shift.In terms of research differences, Qian Nairong's study identified significant age-related variations in Shanghai dialect vocabulary (elderly vs. young), characterized by processes such as lexical replacement, simplification, and linguistic convergence with Mandarin.However, this study found no statistically significant differences among university students across various age groups regarding their cognition, usage, and preservation of dialects.One possible explanation for this discrepancy lies in the differing age ranges of the study populations. Qian Nairong's research focused on the elderly and teenagers, encompassing a broader age span, which reflects long-term linguistic evolution.This study, however, focuses exclusively on university students aged 18 to 27, a relatively narrow age range, and their language habits may not have fully differentiated yet.Second, the research focuses differ. Qian Nairong's study examines dynamic lexical changes among elderly individuals and adolescents. As the most volatile component of language, vocabulary is particularly sensitive to age-related variation.This study examines macro-level dimensions including university students' awareness of dialects, their frequency of usage and attitudes toward dialect preservation. These aspects may demonstrate convergence within the youth demographic, primarily due to the homogenizing effect of Mandarin education.The third distinction pertains to the regional cultural context underlying the research content. Qian Nairong's study is grounded in the Shanghai dialect. Given that Shanghai is an international metropolis, it experiences frequent language contact with both Mandarin and foreign languages, resulting in pronounced intergenerational linguistic shifts.This study focusing on university students in Xinjiang, may be constrained by a sample concentrated within a specific linguistic environment. For example, the institutional dominance of Mandarin in university settings could mitigate age-related differences, while the high homogeneity among young people might obscure generational distinctions in dialectal variation.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e(3) University Students Majoring in Language Use Dialects more Frequently than Those Not Majoring in Language.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe research findings indicate that university students majoring in language disciplines achieved significantly higher scores in dialect usage compared to their non-language-major counterparts (P\u0026thinsp;\u0026lt;\u0026thinsp;0.05).This finding aligns with the Language Awareness Theory in sociolinguistics, which posits that systematic language learning increases individuals' sensitivity to linguistic diversity, social functions and cultural significance.Students majoring in language-related disciplines, as a result of their coursework in linguistics, dialectology and related fields, demonstrate greater proactivity in attending to and preserving dialect resources. They are also more likely to employ dialects in informal contexts to apply their academic knowledge. By contrast, students outside these disciplines exhibit a relative lack of motivation driven by linguistic awareness.This observation also aligns with Bai Ruifen's argument in her article \u0026ldquo;Some Issues on the Investigation of university Students' Dialects and Folk Culture\u0026rdquo; [\u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e], which states that undergraduate students majoring in Chinese language and literature constitute one of the key carriers and core groups involved in the transmission of dialects.The observed differences in dialect usage among university students across disciplines may be attributed to the systematic linguistic training received by students in language-related fields. This training fosters a more comprehensive understanding of dialects in terms of their nature, structure and sociolinguistic functions, thereby enhancing their capacity for dialect use. In contrast, students from non-language majors generally exhibit a lower level of such competence.Meanwhile, university students enrolled in language-related disciplines are exposed to more opportunities for engaging with and utilizing dialects in their academic and practical activities, which contributes to higher frequency and greater proficiency in dialect usage. Conversely, students from non-language majors encounter significantly fewer such opportunities.Furthermore, students enrolled in language-related disciplines demonstrate stronger interest and motivation toward dialect research and cultural preservation, which actively contributes to the continued use and safeguarding of dialects.However, this study revealed no statistically significant differences in the dimensions of dialect cognition and dialect preservation among university students across different majors. This indicates that students\u0026rsquo; awareness and understanding of dialects remain relatively consistent regardless of their academic disciplines.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e(4) University Students from Xinjiang Have a Higher Level of Dialect Cognition and Usage than Those from Other Regions.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe general public in China maintains a positive attitude toward dialects, although there are notable inter-provincial variations [\u003cspan class=\"CitationRef\"\u003e27\u003c/span\u003e]. Studies have shown that university students from Xinjiang, including those from both southern and northern regions of the province, achieve significantly higher scores in dialect cognition and usage compared to their counterparts from other regions (P\u0026thinsp;\u0026lt;\u0026thinsp;0.01).Specifically, university students from southern Xinjiang exhibit higher levels of dialect cognition and usage compared to their counterparts from northern Xinjiang, and students from northern Xinjiang, in turn, demonstrate greater proficiency in these dimensions than those from regions outside Xinjiang.However, no statistically significant differences were observed among university students from the three regions regarding the dimension of dialect protection (P\u0026thinsp;\u0026gt;\u0026thinsp;0.05). These findings highlight the profound impact of Xinjiang's complex linguistic environment and cultural traditions on dialect cognition and usage, further illustrating the intricate dynamics of language sustainability and vitality within multilingual societies [\u003cspan class=\"CitationRef\"\u003e28\u003c/span\u003e].The findings of this study are partially aligned with those of Guo Chong et al. Guo\u0026rsquo;s research revealed that university students at municipal universities in Wuhan demonstrate an insufficient understanding of the Wuhan dialect. However, the majority of students acknowledge the importance of learning about Wuhan dialect culture and recommend that educational institutions actively promote local dialect heritage [\u003cspan class=\"CitationRef\"\u003e22\u003c/span\u003e].Jiao Guiqing's study revealed that 60% of university students exhibit a strong awareness of dialect preservation. However, dialects are infrequently used in everyday communication [\u003cspan class=\"CitationRef\"\u003e23\u003c/span\u003e].Further related studies have demonstrated a significant correlation between participants' social integration and both their dialect proficiency and attitudes. The \u0026ldquo;emotional cognition\u0026rdquo; dimension within dialect attitudes has been identified as a key factor influencing social integration [\u003cspan class=\"CitationRef\"\u003e29\u003c/span\u003e].Xinjiang is one of China's representative multilingual regions, where Chinese, Uyghur, Kazakh, Kyrgyz and numerous other languages coexist harmoniously. The frequent language contact in this region contributes to a heightened level of language awareness among university students from Xinjiang.Prolonged exposure to a multilingual environment enhances individuals' sensitivity to linguistic differences and fosters a more profound understanding of dialects.Meanwhile, the diversity of language environments within families and communities contributes to the significant role of Chinese dialects in daily communication, where they are frequently utilized.However, the lack of differentiation in the dialect protection dimension can be primarily attributed to the homogenizing effect of higher education on language attitudes. university students who typically undergo higher education are influenced by contemporary linguistic perspectives(such as the belief that \u0026ldquo;language diversity is worth preserving\u0026rdquo;) and regardless of their regional backgrounds. They universally acknowledge the cultural significance of dialects.The multicultural environment within higher education institutions may serve to diminish regional distinctions, thereby fostering a convergence in attitudes among students from diverse backgrounds regarding dialect preservation.Secondly, a gap exists between \u0026ldquo;abstract recognition\u0026rdquo; and \u0026ldquo;actual behavior\u0026rdquo; in the realm of dialect protection. While cognitive engagement and usage patterns are shaped by the immediate linguistic environment(or example, students from Xinjiang tend to use dialects more frequently in daily life). The attitude toward dialect preservation is primarily grounded in cultural ideology and is not directly determined by usage frequency.As previously noted (Guo Chong, Jiao Guiqing), similar studies have revealed that despite a decline in dialect usage among university students, there remains widespread support for the preservation of dialect culture. This suggests that \u0026ldquo;protection awareness\u0026rdquo; may operate independently of \u0026ldquo;usage behavior\u0026rdquo;.Finally, the overarching impact of social language policies should be considered. While Mandarin promotion remains a national priority, the concurrent emphasis on language resource preservation(exemplified by initiatives such as the \u0026ldquo;China Language Resources Protection Project\u0026rdquo;). It may lead university students across diverse backgrounds to develop a shared perspective on dialect protection.In-depth interviews with non-Xinjiang students revealed that the cross-cultural learning environment has sparked interest among some students in acquiring minority languages and Xinjiang dialects of Chinese. A number of respondents proactively learned basic vocabulary in Uyghur or Kazakh after enrollment, primarily motivated by \u0026ldquo;facilitating cross-cultural communication\u0026rdquo;, \u0026ldquo;recognizing the cultural and linguistic value\u0026rdquo; and \u0026ldquo;enhancing employability\u0026rdquo;.In terms of language practice, these students have developed a distinctive \u0026ldquo;adaptive dialect usage pattern\u0026rdquo;. A year after enrollment, the use of Xinjiang Chinese dialects exhibits a \u0026ldquo;code-mixing\u0026rdquo; phenomenon, characterized by the incorporation of common loanwords from minority languages into everyday speech. Furthermore, a small number of students have even acquired the ability to sing Uyghur songs.This language acquisition behavior reflects both instrumental rationality(Dialect can help me integrate into the local social circle) and a transformation in cultural identity(Now I find Xinjiang dialect particularly expressive and distinctive).It is noteworthy that most learners develop language proficiency through informal mechanisms such as \u0026ldquo;peer-based language exchange\u0026rdquo;, which suggests that the multilingual environment within higher education institutions fosters an organic support system for dialect transmission.\u003c/p\u003e\n\u003cp\u003eDialect attitude refers to an individual's evaluative stance toward dialects and their speakers, encompassing three distinct emotional orientations: positive, neutral or negative [\u003cspan class=\"CitationRef\"\u003e30\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e31\u003c/span\u003e]. Positive dialect attitudes not only contribute to the development of a nation's unique linguistic variants but also facilitate social integration and long-term societal sustainability [\u003cspan class=\"CitationRef\"\u003e32\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e33\u003c/span\u003e].Although university students generally hold a positive attitude toward dialect preservation. Their actual behaviors may be constrained by limitations in resources, institutional policies, and broader sociocultural environments, leading to the absence of statistically significant differences in protective actions.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e(5)Regional Variations in Dialect Cognition and Usage among University Students in Southern and Northern Xinjiang\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eFurther analysis reveals that university students from Southern Xinjiang demonstrate significantly higher levels of performance in both dialect cognition and usage compared to their Northern Xinjiang counterparts. Nevertheless, no statistically significant difference is observed between the two groups regarding attitudes toward dialect protection (P\u0026thinsp;\u0026gt;\u0026thinsp;0.05).University students from Southern Xinjiang exhibit higher levels of dialect awareness and usage compared to their counterparts from Northern Xinjiang, a phenomenon that may be attributed to differences in the depth of language contact. The proportion of ethnic minorities is greater in Southern Xinjiang, particularly in compact communities such as Uyghur-dominant regions, where Chinese dialects and minority languages are more intricately intertwined. This intensified linguistic interaction fosters deeper language contact, thereby enhancing the sensitivity and proficiency of Southern Xinjiang students in dialect use.In certain areas of Southern Xinjiang, such as Kashgar and Hotan, local Chinese dialects have been profoundly influenced by minority languages, including lexical borrowing and grammatical blending. This linguistic influence has led to the emergence of a distinct \u0026ldquo;Southern Xinjiang Chinese variant\u0026rdquo;, which enhances the dialect's uniqueness and functional importance in local communication.Northern Xinjiang(particularly cities such as Urumqi and Karamay) exhibits a relatively high level of urbanization and a greater prevalence of Mandarin Chinese. While the use of Chinese dialects in this region may be somewhat less prevalent compared to southern Xinjiang. It remains stronger than among students from non-Xinjiang backgrounds.However, the absence of statistically significant differences in the domain of dialect preservation suggests that university students in both southern and northern Xinjiang demonstrate comparably high levels of awareness and positive attitudes toward dialect protection. This phenomenon can be primarily attributed to state-level policy support for linguistic and cultural preservation. The strengthened sense of traditional culture and regional identity among university students, as well as the heightened cultural consciousness and awareness of language preservation driven by economic and social development.The combined effect of these factors has enabled university students in both regions to recognize dialects as significant carriers of cultural diversity and social identity, thereby fostering a relatively high level of awareness and responsibility toward dialect preservation.\u003c/p\u003e"},{"header":"5. Conservation Measures and Suggestions from a Sustainability Perspective","content":"\u003cp\u003eLinguistic diversity constitutes a vital component of human cultural diversity, playing an indispensable role in sustaining social stability and facilitating intercultural exchange. However, the widespread promotion and adoption of Mandarin have gradually reduced the functional domains of Xinjiang's Chinese dialects. Concurrently, university students' awareness and frequency of dialect use have declined, which poses a significant threat to the transmission and development of these dialects. From a sustainability perspective, it is crucial to focus on the long-term viability and developmental potential of dialect cultures. To address this challenge, the following measures are recommended:\u003c/p\u003e\u003cp\u003e\u003cem\u003e(1) Targeting University Students in Xinjiang: Enhancing Promotion and Education of Dialect Culture\u003c/em\u003e\u003c/p\u003e\u003cp\u003eLeveraging Xinjiang's unique multicultural and multilingual heritage. It is essential to develop regionally distinctive language and cultural brands, advance digital dissemination. And strengthen the integration of cultural and economic development, in order to more effectively explore and preserve the cultural value of dialects.On the one hand, by organizing thematic events such as the \u0026ldquo;Tianshan Dialect Culture Festival\u0026rdquo; and establishing practical platforms like the \u0026ldquo;Multilingual Language Exchange Meeting\u0026rdquo;. The unique charm of each ethnic group's language and culture is effectively showcased, thereby drawing greater public attention to the preservation and inheritance of dialectal cultural heritage.Meanwhile, integrating dialect cultural elements into cultural and creative design as well as language learning curricula is actively promoted to develop innovative and functional cultural carriers.On the other hand, the emergence of new educational technologies has enabled computers to provide enhanced opportunities for improving language learning methodologies [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. Digital dissemination has increasingly become a crucial approach for the intergenerational transmission of dialect cultures. By producing digital content such as dialect-based short videos and narrative audio recordings. Constructing a coordinated dissemination matrix across new media platforms,including WeChat official accounts and Douyin. Young audiences are effectively engaged in the promotion and active practice of dialect cultural heritage.In addition, the deep integration of dialect culture with the local economy has emerged as a significant developmental trajectory. Embedding dialect elements into the tourism industry. Such as offering dialect-guided tours and organizing immersive dialect experience activities. It not only enhances the cultural value-added dimension of regional tourism but also revitalizes the transmission and preservation of dialect heritage.Through the multidimensional integration of cultural, technological and economic elements, sustainable development of dialect culture and the enhancement of its societal influence can be effectively realized.\u003c/p\u003e\u003cp\u003eAt the same time, in light of the differences between southern Xinjiang and northern Xinjiang, differentiated protection measures should be formulated:\u003c/p\u003e\u003cp\u003eIn southern Xinjiang, due to its distinctive linguistic environment characterized by the convergence of multiple ethnic languages, priority should be given to conducting in-depth research on the exploration and integration of dialect culture with ethnic languages.By establishing dialect culture research centers to strengthen theoretical research and practical exploration within academic communities, promoting the innovative integration of dialects with local traditional cultural forms(such as folk songs and dances) and enhancing their artistic appeal and cultural vitality. It is possible to effectively stimulate local populations' sense of identity and enthusiasm for dialect preservation and transmission.In Northern Xinjiang, the primary focus lies in reinforcing the foundational infrastructure of dialect culture to mitigate its limited dissemination. Through intensified promotion efforts to raise societal awareness of the significance of dialect heritage, coupled with the systematic integration of \u0026ldquo;dialect culture into campus\u0026rdquo; initiatives within the educational framework, a supportive environment for dialect usage can be effectively cultivated.Furthermore, it is essential to enhance collaboration and exchanges among universities in northern and Southern Xinjiang by establishing a coordinated linkage mechanism for dialect protection initiatives. Constructing platforms for academic discourse and cultural interaction.Facilitating the exchange and mutual learning of dialect-related cultural experiences between the two regions. This approach will contribute to the harmonized regional development and comprehensive enhancement of dialect preservation efforts across Xinjiang.\u003c/p\u003e\u003cp\u003e\u003cem\u003e(2) For non-Xinjiang University Students: Strengthen Awareness Regarding Dialect Preservation\u003c/em\u003e\u003c/p\u003e\u003cp\u003eJohn Edwards extensively integrated perspectives from sociolinguistics, the sociology of language and psycholinguistics, using the relationship between language and identity as a central theme to connect key issues such as language variation and change, language attitudes and prejudice, language endangerment and preservation. He also examined the interplay between language use and regional cultural identity[\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e].To enhance the understanding of the relationship between language and identity, implementing comparative studies of language and culture alongside cognitive education can effectively help university students from regions outside Xinjiang grasp the linguistic characteristics and historical context of Xinjiang dialects, as well as their dynamic interactions with local ethnic languages and cultural practices.This process is designed to guide students in recognizing the crucial role of Xinjiang dialects in preserving linguistic diversity, promoting cultural continuity. And fostering ethnic unity, thereby cultivating a well-founded awareness of dialect preservation.Meanwhile, through structured academic lectures and complementary activities. The cultural value of Xinjiang dialects can be systematically explored to enhance students' understanding and appreciation of linguistic diversity.Building upon this foundation, a cross-regional platform for dialect and cultural exchange should be constructed to actively organize and promote linguistic and cultural interaction between university students in Xinjiang and those in other regions.The interplay between online teaching delivery and emotional labor within the framework of online language education effectively addresses critical gaps across theoretical, methodological and practical domains [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. Empirical analyses further demonstrate that linguistic interaction plays a pivotal role in facilitating effective learning outcomes.Continuous interaction is likely to enhance learners' motivation to acquire and improve their proficiency in the target language [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. Organizing a variety of online and offline initiatives,such as \u0026ldquo;Dialect Recitation Competitions\u0026rdquo;, \u0026ldquo;Dialect Story Sharing Sessions\u0026rdquo; and \u0026ldquo;Language and Culture Experience Weeks\u0026rdquo;.These can effectively deepen the understanding and foster greater recognition of Xinjiang dialect culture among university students from non-Xinjiang regions.Meanwhile, an integrated online-offline interactive platform should be constructed to facilitate sustained cross-regional exchanges and collaborative engagement between students in language and cultural domains, thereby cultivating an inclusive environment that encourages collective participation in dialect preservation. Furthermore, university-targeted educational materials on language and culture should be developed, accompanied by the compilation of comprehensive and accessible dialect culture readers that systematically present the historical and cultural significance, contemporary relevance, and preservation strategies of Xinjiang dialects.By incorporating vivid and engaging case studies, visually rich illustrations, interactive digital multimedia resources, the appeal and dissemination effectiveness of the educational materials can be significantly enhanced, thereby improving the understanding of university students outside Xinjiang regarding the significance and practical strategies of dialect culture preservation. These initiatives will effectively address the existing knowledge gaps in dialect culture among non-Xinjiang students and contribute to the development and reinforcement of dialect preservation awareness.\u003c/p\u003e\u003cp\u003e\u003cem\u003e(3) For University Students Majoring in Language Disciplines: Construct A Practice-Oriented Dialect Teaching System that Integrates Virtual and Real-World Learning Environments.\u003c/em\u003e\u003c/p\u003e\u003cp\u003eDeveloping a systematic dialect practice teaching framework serves as a critical approach to enhancing students' cultural competence in dialect studies and their applied linguistic skills. By integrating dialect practice modules into the language discipline curriculum and strategically designing technology-enhanced courses such as \u0026ldquo;Dialect Dialogue Training\u0026rdquo; and \u0026ldquo;Dialect Narrative Skills\u0026rdquo; utilizing augmented reality tools, students' practical application capabilities can be effectively fostered.By refining the teaching syllabus and curriculum structure, dialect learning should be systematically integrated into professional training programs. Concurrently, a multi-tiered practical training platform should be developed, accompanied by the organization of diverse dialect cultural activities(such as dialect recitation performances and linguistic art competitions) to enhance students' linguistic flexibility and creative expression.Furthermore, artificial intelligence tools can significantly improve students' language proficiency by enabling them to identify and correct grammatical errors while expanding their lexical and syntactic range, thereby facilitating more effective language learning and increasing their engagement and motivation in interactive language activities [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e].Statistical analysis demonstrates that the integration of augmented reality technology into instruction can significantly enhance students' motivation in language learning, which in turn has a direct positive impact on their academic performance [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e].Augmented reality is a real-time technological system that integrates computer-generated images, sounds, and videos to enable users to interact with the physical environment in an enhanced and immersive manner [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. As a supportive instructional tool, its application plays a crucial role in facilitating language teaching and learning processes [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Augmented reality is applicable to learners across various educational levels, ranging from primary school to higher education [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e].Research findings indicate that both educators and learners demonstrate positive attitudes toward the integration of augmented reality tools in language learning. Furthermore, studies have shown that these tools can enhance language acquisition by creating immersive learning environments, fostering intrinsic motivation, facilitating interactive engagement, and alleviating anxiety associated with language use [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e].Moreover, students are encouraged to engage in fieldwork and applied research within dialect-speaking regions, while stable internship and training bases are systematically established to strengthen the effectiveness of practical instruction. In fostering innovative practical competencies, students are guided to leverage their disciplinary strengths by integrating dialect studies with initiatives in innovation and entrepreneurial practice.Through university students' innovation and entrepreneurship programs, systematic research can be conducted on dialect usage patterns and the cultural connotations associated with them. The findings can subsequently be translated into actionable policy recommendations for dialect preservation or developed into culturally inspired creative products, thereby fostering students\u0026rsquo; professional development and raising their awareness of dialect heritage conservation.Furthermore, an open-access teaching resource system should be constructed, accompanied by the establishment of a comprehensive dialect learning repository. Regional dialect materials should be systematically collected and organized, while specialized teaching software and digital learning platforms should be developed to support interactive and multimedia-enhanced instruction. Concurrently, collaboration between academic institutions and local communities should be strengthened, with expert dialectologists invited to deliver specialized lectures aimed at expanding students' academic and cultural perspectives.Finally, the assessment and evaluation mechanism should be refined by establishing a scientifically grounded and well-structured assessment system. Multiple dimensions, including daily practice, creative output, investigative research, and other relevant factors, should be integrated into the evaluation criteria to comprehensively assess students' proficiency and learning outcomes in dialect studies.\u003c/p\u003e\u003cp\u003e\u003cem\u003e(4) Enhancing Consensus in Dialect Preservation Awareness: Facilitating Multi-Stakeholder Collaboration to Build a Unified Protective Framework.\u003c/em\u003e\u003c/p\u003e\u003cp\u003eTo build a cohesive force for dialect preservation, it is essential to establish a sustainable long-term mechanism that fosters coordinated collaboration among governmental agencies, educational institutions and society at large. Government bodies should develop targeted policies, ensure financial resources and institutional support, clearly define the objectives and accountable entities for dialect protection, and allocate dedicated funding for relevant research, educational programs and dissemination initiatives.Educational institutions should utilize their strengths in academic research and pedagogical practice to advance theoretical studies, curriculum design and talent development in the field of dialect preservation, with a strategic focus on cultivating future professionals dedicated to this cause. At the basic education level, dialect cultural content should be systematically integrated into the curriculum to enable primary and secondary school students to naturally develop a sense of identity and awareness of the need to inherit their local dialects through language learning.In the realm of higher education, greater emphasis should be placed on training specialized professionals committed to dialect preservation. A structured volunteer initiative for dialect protection can be developed to actively engage university students in preservation efforts, thereby strengthening the social impact and long-term sustainability of dialect conservation.To ensure sustained intellectual support and talent assurance for the long-term inheritance and development of dialect culture. A durable mechanism for dialect preservation should be constructed through the dual drivers of educational guidance and professional training. At the societal level, efforts should be made to encourage broad public participation in dialect cultural inheritance, thereby fostering a collaborative protection framework involving multiple stakeholders.Specifically, the establishment of a dialect protection alliance can facilitate the regular organization of cross-regional seminars and experience-sharing sessions, thereby strengthening inter-institutional collaboration and promoting the efficient sharing of resources. Meanwhile, social entities such as enterprises, communities, and families should be actively engaged in the transmission of dialect culture. For example, enterprises may sponsor dialect-related cultural events, communities can establish dialect corners. And families can encourage intergenerational transmission of dialects, all of which contribute to broadening the scope of social participation in dialect preservation.Furthermore, the integration of dialect culture into contemporary life contexts. Such as the development of dialect-learning mobile applications and the production of dialect-based films and television programs.These can significantly enhance the modern relevance and practical value of dialects within the framework of social development. Concurrently, enhancing the functional proficiency of dialects through targeted professional training can empower dialect speakers to more effectively utilize their linguistic competencies in areas such as employment and social communication, thereby reinforcing the internal driving forces behind dialect transmission.Furthermore, a scientifically rigorous and comprehensive monitoring and evaluation framework for dialect protection should be established. Regular surveys and research on dialect usage should be systematically conducted to evaluate the effectiveness and societal impact of implemented protection measures. Based on the findings, protection strategies should be dynamically adjusted and refined in a timely manner to ensure the sustainability and efficacy of dialect preservation efforts, thereby providing a reliable foundation for achieving long-term conservation objectives.\u003c/p\u003e\u003cp\u003e\u003cb\u003eEpilogue\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis study reveals that the complex linguistic environment in Xinjiang has a profound influence on the cognition and usage of dialects. The dialect cognition and usage among university students in Xinjiang are significantly affected by factors such as geographical region and academic major, whereas gender and age demonstrate relatively minimal impact across the three dimensions of dialect cognition, usage, and preservation.Interview data reveal that the cross-cultural learning environment has fostered interest among some non-Xinjiang students in acquiring ethnic minority languages and Xinjiang varieties of Mandarin Chinese. This interest is driven by both instrumental motivations(such as cross-cultural communication and employment competitiveness) and a sense of cultural identification. The emergent \u0026ldquo;adaptive dialect usage pattern\u0026rdquo; among students underscores the pivotal role of universities as self-organizing systems in language ecological conservation. This grassroots, \u0026ldquo;bottom-up\u0026rdquo; model of language transmission complements the institutional \u0026ldquo;top-down\u0026rdquo; framework of national language policies, thereby offering a dual-layered safeguard for the sustainable preservation of dialects.Future efforts should systematically integrate these organic practices to establish a differentiated protection framework that incorporates cultural identity cultivation, practical application and scientific evaluation, thereby effectively embedding linguistic diversity within the social ecology of regional sustainable development.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eFunding:\u003c/h2\u003e\u003cp\u003eThis research received funding from the following sources:\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eM.Conceptualization, Methodology, Investigation, Data Curation, Writing - Original Draft,Writing - Review \u0026amp; Editing,Funding.B.Formal analysis, Software, Validation,Funding.K.(Corresponding Author): Supervision, Project Administration, Resources, Funding Acquisition, Writing - Review \u0026amp; Editing, Final Approval.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eAll data generated or analysed during this study are included in this published article\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe studies involving human participants were reviewed and approved by the Ethics Committee of the School of Shaanxi Normal University (SNNU2025090112) and the legal guardians of all participants. All methods were performed in accordance with relevant guidelines and regulations. Written informed consent to participate in this study was provided by the themselves.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eChen Limao. The Current Situation of the Use of Chinese Dialects in Malaysia and Singapore in Recent Years. \u003cem\u003eDialects\u003c/em\u003e, (3). (2019).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLi \u0026amp; Wenchun An Analysis of the Pathways for Preserving Intangible Cultural Heritage in Kindergartens: A Case Study of Longyan Hakka Intangible Cultural Heritage. Journal of Shaanxi Institute of Early Childhood Education, (10). (2019).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eChen Yanling, L. Huadong. The Current Situation and Future of Minnan Dialect. \u003cem\u003eSoutheast. Acad. 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Bibliometric Analysis of Augmented Reality in Language Learning.Sustainability;2023;15,7235.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"University students in Xinjiang, Dialect cognition, Dialect usage, Dialect protection, Sustainability perspective","lastPublishedDoi":"10.21203/rs.3.rs-7446950/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7446950/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eAs a fundamental carrier of regional culture, dialects are currently encountering a significant challenge marked by the declining proficiency among younger generations. The multilingual linguistic ecology in Xinjiang underscores both the urgency and the distinctive significance of research on dialect preservation and cultural continuity.This study involved 501 university students from Xinjiang as participants and employed a self-developed questionnaire titled \u0026ldquo;university Students' Dialect Cognition, Usage and Preservation Questionnaire\u0026rdquo; (KMO\u0026thinsp;=\u0026thinsp;0.894, cumulative variance explained\u0026thinsp;=\u0026thinsp;76.45%) to systematically examine their perceptions across three dimensions: dialect cognition, usage and preservation.The study revealed consistent patterns across gender and age groups among university students in Xinjiang regarding their cognition, usage and preservation attitudes toward dialects (P\u0026thinsp;\u0026gt;\u0026thinsp;0.05). Additionally, students enrolled in language-related majors demonstrated significantly higher levels of dialect usage compared to those in non-language majors (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05).university students from Xinjiang (particularly those originating from southern Xinjiang) exhibit significantly higher levels of dialect cognition and usage compared to their counterparts from outside Xinjiang (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), reflecting a clear pattern of regional differentiation. In contrast, attitudes toward dialect protection demonstrate a high degree of consistency across groups, with no statistically significant differences observed (P\u0026thinsp;\u0026gt;\u0026thinsp;0.05).From a sustainability perspective, this study proposes differentiated strategies: for university students in Xinjiang, enhancing the promotion and educational initiatives related to dialect culture. for university students outside Xinjiang, fostering greater awareness of dialect preservation. It further advocates for collaborative efforts among government, educational institutions, and society to establish a long-term protection mechanism, aiming to ensure the dynamic transmission and sustainable development of Xinjiang's dialect culture.\u003c/p\u003e","manuscriptTitle":"A Study on university Students' Cognition, Attitudes toward Usage and Preservation of Chinese Dialects in Xinjiang: A Sustainability-Oriented Perspective","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-22 15:05:07","doi":"10.21203/rs.3.rs-7446950/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-10-30T16:01:06+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-29T16:02:59+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"321737730440381718066592576404642120308","date":"2025-10-16T10:29:28+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-18T06:59:29+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"321737730440381718066592576404642120308","date":"2025-09-16T13:41:53+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"115023928134987205816967312665260186824","date":"2025-09-14T13:53:55+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-09-14T12:42:40+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-09-08T22:42:59+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-09-08T18:40:05+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-09-06T08:30:31+00:00","index":"","fulltext":""},{"type":"submitted","content":"Scientific Reports","date":"2025-09-06T08:24:21+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"00d7543b-a9a5-423e-83f8-a20fd68d710d","owner":[],"postedDate":"September 22nd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[{"id":54922141,"name":"Social science/Education"},{"id":54922144,"name":"Scientific community and society/Geography"},{"id":54922145,"name":"Social science/Geography"}],"tags":[],"updatedAt":"2026-04-20T16:14:32+00:00","versionOfRecord":{"articleIdentity":"rs-7446950","link":"https://doi.org/10.1038/s41598-026-48597-x","journal":{"identity":"scientific-reports","isVorOnly":false,"title":"Scientific Reports"},"publishedOn":"2026-04-17 15:58:28","publishedOnDateReadable":"April 17th, 2026"},"versionCreatedAt":"2025-09-22 15:05:07","video":"","vorDoi":"10.1038/s41598-026-48597-x","vorDoiUrl":"https://doi.org/10.1038/s41598-026-48597-x","workflowStages":[]},"version":"v1","identity":"rs-7446950","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7446950","identity":"rs-7446950","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}