A Cognitive Study Of Chinese Language Learners In Kenya On Chinese Cultural Symbols

Chinese learners’ cognition of Chinese culture is one of the important indicators to measure the overseas spread of Chinese culture.After consulting relevant literature,the author found that the current research on Chinese cultural cognition is mostly focused on the cultural identity,cultural cognition,international influence of Chinese culture,and national image construction for Chinese students and students from other Asian countries.There is very little research by students.However,in the context of China’s increasing international influence and the sustained and friendly development of China-Africa relations,the study of African Chinese learners’ cognition of Chinese culture is worth exploring and further in-depth.In view of this,on the basis of domestic and foreign research on cultural symbols,cultural cognition,and cross-cultural communication,this article uses the students of the Confucius Institute at Kenyatta University in Kenya as the research object,from the cultural cognition channel,cognition level and cognitive tendency Started from three aspects,through questionnaire surveys and interviews,to understand their current cognitive status of Chinese culture,through comparisons at different levels,to study the impact of differences in Chinese learning level on cognitive level and cognitive tendency,and to propose culture based on the survey results Recommendations on communication and cultural teaching are expected to contribute to the cognitive research of overseas learners of Chinese culture in the future.From the survey results,mass media and cultural classes are the two most important sources for students to understand Chinese culture.In order to better reveal the relationship between different cultural items and cultural awareness,the author divides the selected 60 Chinese cultural symbols into six categories: Chinese characters,Chinese philosophical concepts,Chinese natural resources,Chinese human resources,Chinese lifestyle and Chinese art form.From the overall survey,Kenyan Chinese learners have a better understanding of China’s natural resources,lifestyles and artistic forms than philosophical concepts,and their cultural awareness on the spiritual and behavioral level is far less than the material level.This point will be interviewed later in the interview.China has also been verified,and the vast majority of interviewees’ cognition of Chinese culture only stays at the surface culture.The longer the study time,the higher the Chinese level and the higher the degree of cultural cognition,but this feature is not significant.In addition,most Chinese learners have a proactive attitude towards Chinese culture and are willing to learn more about Chinese cultural symbols.From the perspective of different cultural projects,students are more interested in modern Chinese culture and have a higher awareness of material culture.Spiritual culture.Based on the above research results,the author makes suggestions from two aspects: cultural communication and cultural teaching.In terms of cultural dissemination,it is necessary to promote friendly exchanges in politics,economy,and industry,actively carry out cultural diplomacy,open up cultural dissemination methods,and construct new cultural symbols suitable for contemporary China.In cultural teaching,we should pay attention to the needs of students,the design of teaching content should be targeted,teaching methods should also be flexible and diverse,and various cultural activities should be carried out.In order to provide help for future cultural teaching.