Investigation On Chinese Cultural Identity Of Chinese Learners

With the rapid development of Confucius Institutes around the world,it is necessary to improve the Chinese learning effectiveness of Chinese learners in Confucius Institutes,to reduce the conflict between their national culture and Chinese culture in Chinese learning process and to enhance their Chinese cultural identity.At first,the general situation of Chinese cultural identity among Chinese learners of Confucius Institutes in Africa were explored.Secondly,the individual differences of Chinese cultural identity of Chinese learners were contrasted.In addition,the relationship of Chinese cultural activity participated by Chinese learners and Chinese cultural identity was analyzed in this thesis.Cultural identity theory and intercultural communication theory were adopted to investigate the Chinese cultural identity,that is,the Chinese cultural identity of Chinese learners in African Confucius Institutes.Five African Confucius Institutes were taken as research objects,including Confucius Institute at the University of Khartoum of Sudan in North Africa,Confucius Institute at the University of Liberia in West Africa,Confucius Institute at the University of Yaounde II of Cameroon in Central Africa,Confucius Institute at the University of Dodoma of Tanzania in East Africa and Confucius Institute at the Durban University of Technology of the Republic of South Africa in South Africa.A scale with high reliability and validity,Chinese Cultural Identity Scale(Kun Hei,Ruiping Zhong,2016),was adopted to measure the Chinese cultural identity of Chinese learners in Confucius Institute in Africa in this thesis.The data of scale analyzed by SPSS21.0 and LISREL8.7.Study results were found as follows:l.The language cultural identity of Chinese learners is the highest,followed by the value cultural identity.The food cultural identity is the lowest.In the difference analysis on nationality,major,class type and official language with Chinese cultural identity of Chinese learners,it is a significant difference respectively.2.For the class type,it is a significant difference between Chinese cultural identity of Chinese learners and class type.Moreover,Chinese cultural identity of Chinese learners in credit class is higher than that in interest class.3.In terms of the major,it is a significant difference for Chinese cultural identity of Chinese majors and non-Chinese majors.At the same time,Chinese cultural identity of Chinese majors is higher than that of non-Chinese majors.4.In the investigation,five different nationalities were analyzed.First of all,it is a significant difference for Chinese cultural identity of Chinese learners in Cameroon and Sudan.Besides,Chinese cultural identity of Chinese learners in Cameroon is higher than that in Sudan.Secondly,it is a significant difference for Chinese cultural identity of Chinese learners in Cameroon and Liberia.At the same time,Chinese cultural identity of Chinese learners in Cameroon is higher than that in Liberia.Thirdly,it is a significant difference for Chinese cultural identity of Chinese learners in Tanzania and Sudan.Chinese cultural identity of Chinese learners in Tanzania is higher than that in Sudan.What’s more,it is a significant difference for Chinese cultural identity of Chinese learners in Tanzania and Liberia.In addition,Chinese cultural identity of Chinese learners in Tanzania is higher than that in Liberia.Finally,it is a significant difference for Chinese cultural identity of Chinese learners in South Africa and Sudan.And Chinese cultural identity of Chinese learners in South Africa is higher than that in Sudan.5.As for the official language,it is a significant difference for Chinese cultural identity of Chinese learners with the official languages of French and Arabic.At the same time,Chinese cultural identity of Chinese learners with the official language of French is higher than that with the official language of Arabic.In addition,it is a significant difference for Chinese cultural identity of Chinese learners with the official languages of English and Arabic.And Chinese cultural identity of Chinese learners with the official language of English is higher than that with the official language of Arabic.6.Chinese cultural activity participated by Chinese learners can be divided into three categories:performance,experience and lecture.Among them,the performance activity accounts for the majority.It is a significant difference for Chinese level of Chinese learners and Chinese cultural activity.The correlation of Chinese cultural activity participated by Chinese learners and their Chinese cultural identity was further explored by researchers.In addition,it is a significant difference for popular culture in Chinese culture and Chinese cultural activity participated by Chinese learners.It is also a significant difference for value cultural identity,and Chinese cultural activity participated by Chinese learners.It is suggested that Chinese cultural identity of Chinese learners be fully promoted through organizing more Chinese cultural activity about travel,tradition,folklore,food,etc.In order to explore the intrinsic reasons that are attributed to the correlation among Chinese level,Chinese cultural identity and Chinese cultural activity,a qualitative research was further carried out.Five Chinese teachers were interviewed by the researchers.According to the above correlation analysis,it is a positive correlation between Chinese level and Chinese cultural identity.It is also a positive correlation between value and popular cultural identity,and Chinese cultural activity.In order to explore the reasons,Chinese cultural activity and HSK test were designed in the outline of the interview.At the same time,Chinese teacher training has a signif-icant effect on Chinese cultural teaching and activity organization.The summer&winter camps are organized to improve the Chinese recognition.Therefore,Chinese teacher training and summer&winter camps were also chose as the contents of interview.It was found that the performance activities account for the majority of Chinese cultural activity.Firstly,experiencing activities and lectures should be organized more variously.Secondly,the multimedia audio classroom should be established to achieve the informationization of HSK test.Thirdly,the media are effective to learn Chinese and Chinese culture more widely for native people.Increasing the media contact is conducive to the communication of Chinese culture.Last but not least,the summer&winter camps are good ways to experience and recognize Chinese culture.Therefore,more opportunities should be provided for Chinese learners to tell Chinese stories.