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

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.