The Influence Of Chinese Cultural Identity On Chinese Learning Of Filipino Chinese Students

Language is the carrier of culture.Different languages represent the cultural connotations of different groups.When a certain group of society learns the language of another group,they must also learn their culture accordingly.Whether the learner holds a sympathetic attitude towards the culture behind the language he is learning affects the learning effect of language learners to some extent.Therefore,cultural identity has also become an important factor affecting second language acquisition.This article takes cultural identity as the starting point,through the classroom cases recorded by the author in the teaching practice of Chinese schools and the interviews with students,parents,and teachers,and the relevance of Chinese cultural identity and Chinese learning of Chinese students in the Philippines.Inquiries and suggestions on how to improve the effectiveness of Philippine Chinese learning and improve the quality of Chinese teaching.This article mainly explores cultural identity and its relevance to Philippine students’ Chinese in the following three aspects.The first part mainly explores the influence of Chinese cultural identity on the Chinese learning of the Filipino Chinese and analyzes the relationship between cultural identity and second language acquisition,the historical development of the Filipino Chinese cultural identity and the current situation of the Chinese education in the Philippines.Cultural identity,as an emotional factor,has a very important influence on student learning attitude and learning motivation in second language acquisition.The second part studies the historical development of the Philippine Chinese 、Chinese cultural identity and Chinese language teaching.The third part explores the relationship between Chinese students’ cultural identity and their Chinese learning through an in-depth analysis of the status quo of Chinese teaching at the Saint Jude Catholic School in Manila,the Philippines,and the student’s performance in Chinese learning;Students’ Chinese culture identity and related practices in improving Chinese classroom teaching put forward targeted comments on Philippine Chinese teaching.