A Survey On Chinese Cross-cultural Identity Under The Hungarian Multilingual Development Model

With the rapid development of China’s economic strength and the continuous improvement of its comprehensive national power,China’s international status is also increasing steadily.At the same time,China’s vigorous development has put forward higher requirements for international Chinese language education.The scope of Chinese language studies is expanding,and cross-cultural identity is one of them.In Gardner’s（1985）socio-educational model,identity as a "nonlinguistic outcome" of language learning.It refers to the basic question of "who I am".Cross-cultural identity is a product of interpersonal adaptation and mutual construction with members of other cultures across cultural boundaries.Data on Chinese language identity can help researchers discover the identity characteristics of a certain country or region.It can avoid the shortcomings and provide new ideas for the development of Chinese cultural communication and Chinese language teaching.Hungary was the first EU country to sign a Memorandum of Understanding with China to join the "One Belt,One Road".The Hungarian model of multilingualism is based on the EU policy of multilingualism,and it is a model of multilingualism based on the Hungarian context,where multilingualism is promoted and implemented.The Hungarian multilingual development model is reflected in its foreign language education policy and national education system.This article explores the current situation of Hungarian Chinese learners’ identity from a macro perspective,including four aspects of language identity,cultural identity,ethnic identity and value identity.The aim is to draw a basic picture of the current Hungarian Chinese learners’ identity and understand the important factors affecting their Chinese intercultural identity.By analyzing relevant data,it provides a new perspective and support for the development of Chinese in Hungary.And also,it can enrich the current empirical research on intercultural identity to a certain extent.The results of questionnaires and interviews show that Hungarian Chinese learners’cultural identity is high,followed by value identity and ethnic identity,and language identity is the lowest.The influencing factors are mainly both personal and social.In terms of language identity,the longer the length of Chinese learning,the higher the Chinese language level,the later the order of Chinese as a foreign language,the stronger the integration motivation,and the more cultural activities they participated in,the higher the language identity of Hungarian Chinese learners.In terms of cultural identity,the lower sequence of Chinese as a foreign language,the stronger the integration motivation and the higher the learner’s cultural identity.The level of Chinese proficiency,the length of Chinese learning time and the amount of participation in cultural activities have little effect on it.In terms of ethnic identity,as a third foreign language and later learners of Chinese,the stronger the integration motivation,the higher the ethnic identity.The impact of Chinese proficiency on ethnic identity is slow,and there is no significant difference until the advanced stage.The length of Chinese study time and the amount of participation in cultural activities have little effect on ethnic identity.Value identity is relatively stable,and the effect is small.Finally,based on the findings of the questionnaire and interviews,suggestions are made for each of the four aspects of intercultural identity.It might help impro ve the Cross-cultural identity of Hungarian Chinese learner.