Analysis of Ugandan Adult Chinese Language Learners’ Perception and Acceptance of Chinese Culture

乌干达成人汉语学习者对中国文化的认知与接受情况分析

Abstract

In 2020, Chinese was officially incorporated into the national education system of Uganda, and the influence of Chinese in Uganda continues to grow. Language serves as a symbolic system for recording culture, making language teaching and cultural education inseparable. Learning Chinese culture helps Chinese learners better understand and excel in the language, as culture is disseminated not only in cultural classrooms but also permeates grammar, vocabulary, and pragmatics teaching.This research conducted surveys and interviews with 200 adult Chinese learners in Uganda, ranging from HSK levels 1-5, enrolled in short-term and professional courses. It aimed to analyze the cognitive awareness and acceptance of Chinese culture among adult Chinese learners in Uganda. The study revealed that the main reasons for the cognitive differences in Chinese culture among adult learners in Uganda were the inadequate design of Chinese cultural courses and limitations in language proficiency. Furthermore, based on the research findings, this study proposes strategies for improving Chinese cultural education. These strategies aim to assist adult Chinese learners in Uganda in gaining a deeper understanding of Chinese culture, facilitating cross-cultural communication, and thereby enhancing Chinese language teaching. 2020年中文正式纳入乌干达国民教育体系，中文在乌干达的影响力不断扩大。语言是 记录文化的符号系统，因此语言教学与文化教学密不可分。学习中国文化能帮助汉语学习者更 好地理解并学好汉语，文化不仅在文化课堂中得以传播，还渗透在语法、词汇和语用教学中。 本研究通过问卷调查和访谈的方式对乌干达 HSK1-5级的 200名短期班和专业班的汉语学习者 进行调研，分析乌干达成人汉语学习者中国文化的认知与接受情况。本研究根据调查结果分析 得知导致乌干达成人汉语学习者对中国文化认知差异的主要原因是中国文化课程设计不够合理 和学习者语言水平的限制阻碍 了对文化的认知。此外，本研究根据调查结果分析提出中国文化 教学的改进策略，为乌干达成人汉语学习者进一步了解中国文化、促进跨文化交际提供帮助， 从而更好地促进汉语教学。