A Narrative Study On Self-identity Construction And Chinese Learning Among Overseas Chinese Teenagers In Italy

Overseas Chinese teenagers grow up in a multilingual and cultural background,and their emotional and psychological experiences in learning Chinese directly affect the construction of their self-identity,which deserves attention.Currently,research on the self-identification of Chinese teenagers abroad is mainly a quantitative analysis,focused on the overall degree of self-identification and group characteristics.Under the framework of narrative research,this Paper selects three overseas Chinese teenagers in Florence Chinese School in Italy,analyzes their growth and Chinese learning career as a story,and discusses the influence of different growth experiences on the shaping of overseas Chinese teenagers’ self-identity and Chinese language acquisition.The study found similarities and differences in the Chinese acquisition path of overseas Chinese teenagers who grow up in different languages and cultures.For overseas Chinese children who started bilingual or even multilingual learning at the critical stage of language learning,when learning Chinese in a non-native language environment,non-growth environment factors such as the certainty given by the family,Personal learning motivation and interest,achievements in language learning,Personal temperament,self-reflection ability show more prominent influence.Their stories all reflect the complementary relationship between Chinese learning and the construction of self-identity,that is,with the improvement of their language level,their cognitive,emotional,behavioral abilities have been enhanced.Having made progress in language,they can overcome various limitations of their own or environment and gain a wider development space.Based on the above findings,this study suggests that overseas Chinese new generation should have a reflective understanding of their own experiences while strengthening language learning and improving language ability;The parents of the new generation of overseas Chinese should start with language awareness and language Practice,carry out appropriate language management,and try to create and Provide a language environment for their children;Teachers from Chinese schools abroad independently understand the key and difficult aspects of student learning,and develop interesting and life-oriented teaching methods according to local conditions.