The Influence Of Pakistani Chinese Learners’ Attitudes And Motivations On Cross-cultural Identity

In recent years,the proposal of the "Belt and Road" initiative and the advancement of the "China-Pakistan Economic Corridor" policy have made more and more Pakistan people start learning Chinese and choose to come to China to seek more jobs and learning opportunities.In the process,many Pakistani people have made a good impression and cognition about China.The title of "Pakistan Brothers" has been widely circulated between China and the Pakistani people.Many Pakistani people want to better understand China and understand Chinese culture by learning Chinese,thus becoming the inheritor and continuator of China-Pakistan friendship.Cross-cultural identity is a non-language achievement produced in the process of language acquisition,which is manifested as the identity of the language,culture,ethnic identity and values of the associations.It was found that the degree of identity would have a certain impact on the language of learners.This article mainly investigates the identity of Pakistan Chinese learners in China,explores the relationship between the two social psychological factors and identification of the two social psychological factors,and promote the learner’s Chinese acquisition.This article mainly uses the method of questionnaire survey.Based on Pakistan’s Chinese learner’s good attitude towards China and a characteristic type of motivation,the influence of language learning attitude and motivation on cross-cultural identity,and the construction of the minimum two-degree structural equation model of the three.Explore the relationship between attitude,motivation and cross-cultural identity.First of all,according to the previous questionnaire compilation table,the data of 106 Pakistani Chinese learners was collected,and their cross-cultural identity,attitude,motivation,Chinese level,personal information,and views on the Belt and Road were investigated,and the quantitative tables were on the Belt and Road Initiative.Analysis and validity analysis were performed.Select professional statistical software SPSS26 to describe the data collected for descriptive statistical analysis,and understand the basic situation of Pakistan Chinese learners cross-cultural identity,attitude and motivation.And build a structural equation model based on theoretical construction,choose professional software SmartPls 3.0,and use attitude as the former cause variable,seven types of motivation as intermediary variables,four types of cross-cultural identity as fruit variables,to explore the attitude,motivation and motivation and motivation of learners,motivations and motivations,and Cause and effect between cross-cultural identity.The study concluded that Pakistani Chinese learners are significantly different in the four dimensions of cross-cultural identity.They are manifested as the highest values,the secondary cultural identity,and the ethnic identity again,and the language recognition is the lowest.In terms of language learning attitude,the overall attitude is more positive,indicating that the language learning attitude of Pakistani Chinese learners is better.The three components of language attitude are from high to low,cognitive,emotion and behavioral ingredients.The overall learning motivation is strong.Of the seven motivations,the strongest is self-confidence,learning situation motivation,and internal interest motivation.The relatively strong motivation for development,personal development motivation and academic performance motivation.The weakest for the social atmosphere is the social atmosphere,motivation.Through the results of building a structural equation model,it is found that in terms of language identity,the attitude has a direct positive impact on language identity,that is,the better the learner’s attitude towards language learning,the higher the degree of language identity;Significant influence;attitudes do not have significant effects on language recognition through seven motivations.In terms of cultural identity,the attitude has a direct positive impact on cultural identity,that is,the better the learner’s attitude towards language learning,the higher the degree of cultural identity;the learning situation motivation has a direct positive impact on cultural identity,that is,the more the level of learning motivation,the more High,the higher the degree of cultural identity;the social atmosphere motivation has a direct negative impact on cultural identity,that is,the higher the degree of motivation of the social atmosphere,the lower the degree of cultural identity;Indirect effects.In terms of ethnicity,attitude has a direct positive impact on ethnic identity,that is,the more positive attitudes,the higher the degree of recognition of the ethnic group;the seven motivations have no significant impact on ethnic identity;Not significant.In terms of values,the direct impact of attitudes and seven motivations on the recognition of values is not significant;the role of the intermediary effect on the influence of values through seven motivations on values is not significant.According to the results of the research,from the three aspects of classrooms,textbooks,and teachers,they put forward suggestions on raising cross-cultural recognition of Pakistan Chinese learners,enhancing the learning attitude of Chinese learners,and learning motivations.