Abstract

This study combines sociology and teaching Chinese to speakers of other languages, and uses qualitative research methods to help the teaching practice of this professional field, conducts in-depth interviews with Asian students in the two schools, pays attention to their emotional changes in the learning of Chinese culture, analyzes their motivation, summarizes their performance and the reasons for the changes, which is not only a test of the school's cultural teaching achievements, but also a collection of teaching evaluation opinions from the perspective of "learner-centered". Based on this, according to the interests and needs of international students, combined with the suggestions of industry experts and the study of authoritative literature, this study gives suggestions on cultural teaching in the field of international Chinese education from two dimensions of content and form, and believes that through experiential cultural teaching, research and other teaching methods close to culture itself, we should learn the essence of traditional culture and modern social culture, keep pace with the times, and continue to innovate.

Keywords: international students; Chinese as a Foreign Language; cultural teaching; narrative studies; Emotional changes

1.Introduction

In the context of accelerated globalization and China's increasing international influence, the learning boom of Chinese as an important international language is heating up around the world, especially in Asia. The phenomenon of "Chinese language fever" not only reflects the importance that countries attach to the study of Chinese language, but also reflects the strong interest in Chinese culture. However, due to cultural differences, international students often face various challenges and difficulties in the process of learning Chinese culture, which not only affect their learning effectiveness, but also affect their sense of identity and acceptance of Chinese culture. At present, the research on teaching Chinese to speakers of other languages mainly focuses on language teaching methods, textbook compilation and teaching evaluation, and there are relatively few studies on the emotional changes and learning motivation of international students in the process of learning Chinese culture. Therefore, this study aims to gain an in-depth understanding of the emotional changes and learning motivation of Asian students in the process of learning Chinese culture through qualitative research methods, and to explore how to better meet the cultural learning needs of international students and improve the quality and effectiveness of teaching Chinese to speakers of other languages.

This study used in-depth interviews with Asian students from two schools to collect students' personal experiences and feelings in the process of learning Chinese culture. Through the analysis of interview data, this study will explore the following questions: What are the motivations of Asian students to learn Chinese culture? What emotional changes did they experience in the process of learning Chinese culture? What are the reasons for these emotional changes? How to optimize the content and form of cultural teaching according to students' emotional changes and learning motivation?

The results of this study will provide useful references and references in the field of teaching Chinese to speakers of other languages, help to improve the pertinence and effectiveness of teaching Chinese to speakers of other languages, and promote the dissemination and exchange of Chinese culture in the world. At the same time, this study will also provide better support and guidance for international students to study and live in China, help them better adapt to the Chinese cultural environment, and improve their intercultural communication skills.

Literature background

2.1 Research on the teaching of Chinese as a foreign language

Since the status and importance of cultural teaching have been proposed, the relationship between language teaching and cultural teaching has become one of the research hotspots. Lü Bisong (1988) also pointed out that "language is a part of culture, language is the carrier of culture, and language is the basis of cultural development, emphasizing the importance of cultural factors in language understanding and use, and arguing that the study of language and culture must be combined." ¹. In the teaching of Chinese culture as a foreign language, since the Chinese proficiency, educational experience, and social experience of foreign students at different learning stages are different, and their ability to accept culture is different, the hierarchical content of Chinese culture and the acceptability of students should be taken into account when teaching Chinese culture as a foreign language. Li Fan pointed out in "Content and Strategies of Chinese Teaching Chinese as a Foreign Language": "In the initial stage of teaching Chinese as a foreign language, foreign students are eager to understand China and be able to communicate in Chinese as soon as possible. ² For the teaching of Chinese culture as a foreign language, it is impossible to find a standard and fixed teaching method because foreign students come from different countries and regions, and their knowledge structure, cultural background, age, and learning goals are different. Zhou Xiaobing said: "We should implement cultural teaching in language classes for students at the elementary level, and cultural education for students at the intermediate and advanced levels. The Culture Course is a course for students who have a high level of Chinese language proficiency or Chinese language to learn Chinese culture. ”³

Based on the background of the new era, this study explores the learning situation of international students in China, explores the changes in Chinese culture and emotions of international students, optimizes the teaching of Chinese as a foreign language from the perspective of international students, and provides good teaching arrangements and teaching plans for international students.

2.2 Research on the emotions of international students in China

As an important indicator of the openness of global education, the number and quality of international students directly reflect the influence and attractiveness of a country's higher education. In recent years, China's international status has been rising day by day, and the demand for international participation and discourse power in culture, politics, diplomacy, and economy is growing, and it is playing an increasingly important role in international education. With the development of higher education in China, the number of international students in China has grown steadily, and China has become one of the most popular study destinations in the world.

Since the 80s, Chinese scholars have been focusing on international students in China, focusing on their learning and development in China. Chinese scholars mainly focus on the study of cross-cultural adaptation of international students in China. For example, Xin Congcong (2021) conducted an in-depth discussion on the cross-cultural adaptation of international students in China with a focus on the epidemic ^period4; Xiang Mid-Autumn Festival (2024) is based on the current era and explores the cross-cultural adaptation of international students in China in the ^{post-epidemic era5}. Chinese scholars also conduct research on Chinese culture and Chinese language of international students in China from the aspects of learning motivation and cultural identity. Bai Mingdong (2022) found that Chinese identity is significantly related to integration motivation, and the higher the cultural identity, the stronger the integration motivation of international ^students6. Feng Guiyang (2021) also showed that the higher the cultural identity of international students, the stronger their learning motivation; The stronger the motivation of international students to learn, the higher their cultural ^identity7. But in general, there is less research on the emotions of international students. Ming Han (2021) combines the emotional problems of international students with the current era, and focuses on the impact of mindfulness-based cognitive therapy on burnout and emotion regulation of Indonesian students in Chinese universities during the pandemic. ⁸Werede Tareke Gebregergis (2019) focuses on the cultural and emotional intelligence of international students in China, as well as the stress and depression of acculturation. "Cultural intelligence and emotional intelligence have significant negative predictive effects on acculturation stress and depression, indicating that international students with higher levels of emotional intelligence and cultural intelligence have lower acculturation stress and fewer depressive symptoms." ⁹ Xu Yushan (2024) combines international students' academic emotion, academic self-efficacy and learning engagement to focus on the relationship between Chinese academic emotion, academic self-efficacy and learning engagement of international students in China. ¹⁰ The research of these scholars has inspired us in a certain sense and provided us with good references for our research.

However, we have found that domestic scholars rarely focus on the specifics of international students studying Chinese culture in China. Most of the previous studies have focused on international students' learning interests and learning cognition, but few studies have focused on the changes in international students' emotional attitudes towards learning Chinese culture. Therefore, based on the trend of "Chinese language fever" and research in recent years, we have an in-depth understanding of the actual situation of international students studying Chinese culture and the changes in their inner emotions under the trend of "Chinese language fever". Through actual investigation and research, we will grasp the emotions of international students in learning Chinese culture, understand the plight of international students in learning Chinese culture, and the needs of Chinese culture learning, so as to improve the teaching curriculum of international students in China and provide help for international students in China. International students are not only listeners of Chinese culture, but also narrators of Chinese culture, and an important force to promote the spread of Chinese culture. International students in colleges and universities play an important role in cultural exchanges and mutual learning at home and abroad, promote Chinese culture to go global, and convey China's voice to the world, which has certain research significance and value. From the perspective of international students, this study clarifies the overall needs, carries out detailed cultural project research, and carries out more targeted cultural teaching for international students with different majors, different levels and different cultural backgrounds.

2.3 Summary

Based on the above two aspects, this study not only pays attention to the teaching needs and interests of international students' cultural teaching, but also conducts research on the teaching of Chinese culture as a foreign language, so as to realize the closed loop of "teaching" and "learning".

Methodology

3.1 Investigator and Research Subject

There are three researchers, all of whom are second- and third-year undergraduate students majoring in Teaching Chinese to Speakers of Other Languages, who have studied cross-cultural communication and other professional courses during their studies, and have had initial contact with international students through on-campus activities such as "Huacai Classroom". For example, Zhang Ying emphasized in "On the Teaching of Chinese Culture as a Foreign Language" that "language teaching and cultural teaching are not separated from each other and mutually exclusive, but interdependent, mutually reinforcing, and mutually reinforcing." The concern between them is like the two wheels of a car and the wings of a bird, and if one end is missing, there will be no way forward"¹¹. Therefore, researchers will subconsciously tend to pay attention to language and culture in the process of analysis. In terms of personality, the researcher has a sincere, rigorous and easy-going personality, and can form deep friendships with international students, which also lays a good foundation for the researcher to collect the research materials. In order to ensure the objectivity of this study and obtain as much real interview information as possible from the interviewees, in order to put themselves at a safe distance during the research process, the author selected students who were not familiar with the researcher, did not express personal opinions during the interview, and the questions were as concise as possible, so as not to have a guiding impact on the interviewees.

In the selection of research objects, the combination of purposeful sampling and convenient sampling is mainly adopted, and the research objects that can be obtained are selected according to the actual situation of the researcher himself. At the same time, in order to consider the significance and value of the research, international students from two top universities in the field of teaching Chinese to speakers of other languages were selected. According to the nature of their studies, international students can be divided into language students, study students, exchange students, undergraduate students, etc., and there are many types. Moreover, the language level is also divided into junior high and advanced levels, which are uneven. In order to focus on specific research objects and provide reference research results for the current cultural teaching of international students, this study selects the scope of research objects to high-level undergraduate students in Asia, and then selects 6 qualified international students, covering three Asian countries, who have graduated and are still studying in school, The length of learning Chinese and the time of coming to China, as well as the different ages and hobbies, reflect the diversity of research subjects. The basic information of the interviewees is shown in the following table:

Table 1 Basic information of the interviewees

3.2 Research Content

On the basis of consulting relevant materials, this study integrates and expands as much as possible, and mainly draws on the article on "International Students and Chinese Culture" in CSSCI in the early stage, and refers to its interview outline and research steps. In the process of pre-interview and formal interview, the main content of this paper is divided into three dimensions: the subjective perception of Chinese cultural learning experience before, during and after coming to China. This not only encompasses the whole dynamic process of the entry, development and outcome of Chinese culture and education, but also reflects the subjective and objective factors such as the external environment and individual consciousness that international students will face in their experience of Chinese culture and education. Focusing on the continuous stage of learning Chinese and going on to higher education, the family atmosphere and education style, the focus of the school training plan, and the influence of important others such as teachers and peers are all present throughout the process, but individuals also take the initiative to construct their own cognition and understanding of the educational experience through continuous self-exploration.

3.3 Research Methods

Based on qualitative research, this paper adopts the method of narrative research, collects and organizes the interview data with the help of interview methods, and analyzes the interview data by quantitative research methods.

Through in-depth interviews with research subjects, this paper understands the experiences and feelings of the same individual in receiving Chinese cultural education at different times, understands the different experiences of different individuals at the same educational stage, and outlines their respective educational stories. However, due to the uniqueness of each interviewee, it is difficult to conduct structured interviews according to the unified interview outline during the interview, so this study uses semi-structured interviews to be able to ask questions and supplement details according to the interviewees' answers at any time.

Quantitative research is the main method of analyzing and processing research data, this study took a month, interviewed 7 Asian students from two universities, obtained nearly 30,000 words of interview text, cleaned and processed the interview text, and finally discarded a set of data. In order to analyze the emotional dimension of the research object, this study imported the data into the "micro-word cloud" for analysis, and finally combined with the authoritative literature to interpret the interview data, and gave some reference opinions.

3.4 Reliability and validity of the study

To obtain more authentic and credible qualitative data and ensure the validity of this study, the researcher first recorded and converted each interview into a transcript, and sent the interview record to the interviewee for review and inspection to avoid wrong records. Secondly, in the process of compiling the data and the stage of conceiving the story, the researcher repeatedly read the interview content, found the shortcomings, and verified and supplemented them with the interviewees again.

Triangulation was also used in this study. Triangulation refers to the use of a variety of theoretical perspectives, methods, models, data sources, researchers, etc., to present phenomena and problems more objectively and completely. In interviews, the objectivity of the interview data needs to be verified due to the interviewee's memory bias or memory ^{modification12}. Chen Xiangming divided triangular verification into method triangular mutual verification and source triangular mutual verification. In this study, the source triangulation is mainly used as a guarantee of ^validity13. In order to ensure the authenticity and completeness of the international students' participation experience, the researchers decided to use the data sources of the respondents, the interviewees' friends, and the interviewees' teachers at the same time. Through the diversity of data sources, triangular mutual evidence was realized to confirm whether the data collection of the whole experience was accurate, whether the respondents' recollections were reliable, and whether they were in line with the actual situation, so as to ensure the reliability and validity of this study to the greatest extent.

3.5 Ethical issues of research

In the selection of research subjects, the principle of voluntary participation is followed, the research subjects are given the right and freedom to withdraw at any time, the wishes of the research subjects are respected, the time and place of the interview are given priority to their wishes, and the interview content is recorded after obtaining the consent of the interview subjects; In the process of interviewing, pay attention to the questions and ways of asking questions, try to avoid sensitive questions and questions that may cause harm to the interviewee, abide by basic social moral norms, avoid harm to the subject, no longer continue to ask questions that the interviewee really does not want to answer, do not give the subject undue pressure, and respect his own rights; Then, in the process of data transcription, collation and analysis, pay attention to the privacy of data preservation, and do not disclose the relevant information of the interviewee. Finally, in the process of writing the paper, carefully explain the research materials and research results, and promise to send the written document to the research subjects to read, and promise that each research subject will do their best to give back if there is any need of help in the future; At the same time, in the whole process of research, he always suspends his own presuppositions, maintains a neutral attitude, and never brings his own values into the research whether it is when interviewing and asking questions, or in the process of sorting out and analyzing data, so as not to guide the research subject's thinking or answers.

3.6 Research Process

Fig.1 Research technology roadmap

Findings

4.1 Analysis of the motivation of Asian international students to learn Chinese culture

4.1.1 Influence of family and cultural background

In many Asian countries, especially Thailand and Singapore, where there is a large Chinese population, Chinese culture is passed down through family and community activities and is deeply rooted in the daily lives of students.

"From a young age, we have been celebrating the Spring Festival, Qingming Festival and Mid-Autumn Festival with our family, and family gatherings and ancestor worship are important to our family. These festivals gave me an early understanding of Chinese culture and felt that I was closely connected to Chinese culture. (Excerpt from the G2 interview)".

In Thai Chinese families, traditional Chinese festivals such as the Spring Festival, Ching Ming Festival, and Mid-Autumn Festival are celebrated every year through family gatherings and ancestor worship. These activities not only gave the younger generation an early exposure to Chinese culture, but also emotionally strengthened their sense of belonging and identity. The students said that participating in these family activities as a child helped them gradually understand the values of Chinese culture, especially the respect for family and ancestors, and the cherishing of family bonds. This cultural penetration became the starting point of their initial understanding of Chinese culture, which made them naturally intimate and interested in Chinese culture when they grew up, which in turn prompted them to hope to further their studies in China and explore more aspects of Chinese culture.

4.1.2 Desire for cross-cultural knowledge

In the process of learning Chinese culture, Asian international students not only pay attention to the expression of language, but also deepen their understanding of Chinese and foreign cultures by comparing the commonalities and differences of cultures.

"There are many similarities between the Chinese New Year in our country and the Chinese New Year, such as family reunions, wearing traditional costumes and so on, which makes me feel very close and familiar, as if I have found a common cultural foundation." The Korean student said, "This difference makes me curious, which makes me more willing to understand and accept the indirect way of communication between Chinese, because it feels very deep and I can learn from it" (excerpt from the G6 interview). ）

4.1.3 Combination of personal interests and professional development

As China's global influence continues to grow, many students recognize that a deep understanding of Chinese culture will provide them with a unique competitive edge in their future careers. Especially for students who plan to pursue a career in international trade, transnational education, and cultural promotion, learning Chinese culture is not only a skill, but also a strategic move to advance their careers.

"I plan to work in Sino-Thai trade in the future, so it is important for me to learn Chinese culture so that I can understand the needs of Chinese customers, especially in terms of communication and etiquette." (Excerpt from G2 interview).

In summary, the motivation of Asian international students to learn about Chinese culture is not only influenced by their personal interests and family background, but also their desire for cross-cultural knowledge and future career development. Through the study of Chinese culture, these students gradually develop a sense of tolerance for multiculturalism, cross-cultural communication skills, and higher cross-cultural adaptability, which lays a solid foundation for future career development and international cultural exchange.

4.2 Emotional changes of international students before and after coming to China

Regarding the experience of international students learning Chinese culture, international students showed strong positive feelings about Chinese culture, and 71.43% of them described positive emotions. At the same time, it is undeniable that students from different countries will also encounter cross-cultural shocks when they come to study in China, so they may show negative emotions, with negative emotional descriptions reaching 11.52%, and some students saying that although they can understand the cross-cultural impact, they will still feel uncomfortable when it happens, with neutral emotional descriptions accounting for 17.05%. Overall, international students have a positive emotional experience of learning about Chinese culture, and while negativity is unavoidable, a large percentage of students are able to view cross-cultural shocks objectively. Detailed data are shown in Figure 2.

Fig.2 Pie chart of emotional vocabulary in the corpus of international student interviews

In the process of data processing and encoding, this study assigned different degrees of emotional words to the interview text and made scatter plots, most of the words and emotions were concentrated in the positive direction, and the scores of a small part of the negative emotional words were not high, which showed that although there were negative emotions in the emotions, the students' cross-cultural communication literacy could help them overcome some cross-cultural impacts, so it can be inferred that the attitudes of international students when learning Chinese culture were positive. See Figure 3 for detailed results.

Fig.3 Scatter plot of interview corpus sentiment word cloud

As for the form in which international students learn Chinese culture, we have constructed a word cloud relationship diagram, and we can find that international students are inseparable from the study of Chinese culture when they are exposed to Chinese culture, which is an important embodiment of the inseparable relationship between language and culture. Detailed results are shown in Figure 4

Fig.4 Interview corpus word cloud relationship diagram

4.2.1 Preparation period before coming to China

Through our interviews with international students, most international students have concerns before coming to China. Their feelings are often mixed. Emotional factors are complex and volatile, and they can also be transformed into each other. The emotional factor of the learner plays a large role in the learner's learning of the language. ¹⁴ On the one hand, they are attracted to part of Chinese culture and are eager to learn more about Chinese culture, but on the other hand, they are worried about misunderstandings caused by not understanding Chinese culture, and they are worried about the parts of Chinese culture that they do not understand. However, on the whole, they still have a positive mood and attitude towards coming to China to learn Chinese culture, and they are full of expectations and eagerness to learn Chinese culture.

4.2.1.1 Positive emotions before coming to China - expectation and hope

Through interviews, we found that most of the positive emotions of international students before coming to China come from their expectations for life in China. They are full of enthusiasm and hope to come to China to learn Chinese culture and experience Chinese life.

"I studied Chinese very seriously, and probably the most serious period of my life was at that time. And I watched the VLOG of Koreans going to study in China almost every day. If I go to China, I want to eat and where I want to go, write it down and complete the list. (From an interview with G2)

Most international students are eager to experience Chinese culture and get a feel for Chinese life. This positive emotion motivates them to work harder to learn Chinese and learn Chinese culture more seriously.

"I made a lot of mental preparations, and what I was most looking forward to at that time was to be able to meet my needs for cultural and language learning and to make friends with Chinese." (Excerpt from G3 interview)

Motivation is a central and critical factor in both student learning and the educational career as a whole. In this regard, former U.S. Secretary of Education Bell pointed out that for education, there are three things to remember, the first is motivation, the second is motivation, and the third is motivation. ¹⁵. International students' expectations for coming to China to study Chinese culture are mostly due to their motivations. Most international students have their own goals to learn about Chinese culture, and they have their own parts that they want to learn about and are interested in. Precise and detailed goals and motivations help them generate positive emotions and strengthen their motivation to learn Chinese culture

Most international students expect to have cultural exchanges with Chinese students, hoping to experience a more diverse and diverse Chinese culture. Many international students have a great interest and curiosity in Chinese culture, and this motivation makes them look forward to actually getting in touch with and learning about Chinese culture after coming to China.

4.2.1.2 Negative emotions before coming to China - nervousness and anxiety

Through interviews with international students, we can see that most of their negative emotions come from their ignorance of the actual Chinese environment and Chinese culture.

"At the same time, I was also afraid that it would be different from my university life, and I was nervous and insecure about the unknown environment, and I was ready to observe and act first. In terms of language, I went to an unfamiliar environment, although my level was already relatively high, I was still not relaxed enough, and I would get stuck when I spoke, so I would try to relax slowly as much as possible and strive for normal communication. Culturally, I'm just afraid of causing some misunderstandings about communication. (Excerpt from G1 interview)

In the survey of Chinese language learning of international students in China, it was found that their anxiety about learning Chinese was mainly manifested as communicative anxiety, that is, they were afraid of making mistakes and finding excuses to avoid communication when they were conducting language training or situational communication in class; Mixing mother tongue or intermediary language for communication, without making eye contact with the communicator; Test anxiety is the fear and panic when listening to class tests and exams, and being nervous and anxious before the exam. ¹⁶ This international student is a typical example of communicative anxiety, in which he cannot relax himself in the process of communication, and is afraid of communicating with others. This anxiety can have a negative impact on learning about Chinese culture.

Most of the anxiety and nervousness of international students before coming to China is communicative anxiety, and most of their nervousness comes from the fear of misunderstanding due to ignorance of Chinese culture. There are also many international students who have formed an incorrect stereotype on China through the wrong path. We have found that how well international students know China, and whether they know China correctly, has a lot to do with their own country. In particular, if you come from a country that has relatively close diplomatic relations with China, it is easy to misunderstand China's culture and environment before coming to China. This kind of nervousness and anxiety will be very detrimental to Chinese language learning and cultural learning.

4.2.2 Adaptation period after coming to China

4.2.2.1 Positive emotions in the early days of coming to China - love and happiness

Through interviews, we found that most of the negative emotions of international students before coming to China will turn into positive emotions in the early days of coming to China. Affection and pleasure are a common positive emotional experience for foreign research. Learning what interests them is the main source of enjoyable emotional experiences that they love. ^17According to our interviews, most of the positive emotions of international students in the early days of coming to China come from the joy of experiencing Chinese life and their love for Chinese culture.

"Maybe it is related to the cause of the epidemic, I just got off the plane in Tianjin, a big airport but there are few flights, what impressed me the most was a long row of checked luggage carousels, only one of them was working, which is different from what I thought, I think there should be a lot of people in China. Then I needed to take the high-speed train to Jinan in Tianjin, and the unfamiliar environment made me have to ask passers-by for help one by one, and I didn't have a map, so I could only take pictures of passers-by to come to school. But the Chinese are very enthusiastic and keep asking me (do you understand?). Very patient and willing to help me, I felt great. (Excerpt from G1 interview)

International students who have a real contact with the Chinese people and Chinese culture often let down their guard because of the warmth of the Chinese and the hospitality of the Chinese culture. Many international students are amazed by the rapid development of China's economy and the convenience of China's lifestyle. Their tangible feelings have broken their stereotypes of Chinese culture, and made their negative emotions such as anxiety and nervousness about learning Chinese culture turn into positive emotions. With China's strong cultural background, they can better appreciate the charm of Chinese culture itself, which can often attract them to understand and learn from each other.

4.2.2.2 Negative emotions in the early days of coming to China - disappointment and frustration

When international students actually come to China and experience life in China, most of them will have negative emotions, and most of these emotions come from the new problems and challenges they face when they come to China.

"Walking on the side of the road, I feel that Chinese like to walk to the middle of the road when they are walking on the road. If you're in Thailand, we're all walking next to each other, but in China, I feel like a lot of people like to walk in the middle of the road, especially on campus. When I meet them, I feel very strange and confused. Before I came, I thought that our school was a class for Chinese students and international students, so I was looking forward to making friends with more Chinese students, but after I came, I realized that our school was a separate class, and only some elective classes would be taken together. There was a little bit of disappointment. I participated in some school activities and met Chinese friends, but because I had known each other for a short time and didn't have much to talk to, everyone seemed to have become strangers. (Excerpt from G5 interview)

Before coming to China, this student hoped to be able to take classes with Chinese students, and was eager to meet more Chinese friends. But after coming to China, the school made him feel very disappointed that they were required to attend classes separately.

We can see from the interviews that the cultural differences between international students and Chinese often make them frustrated and negative. But from interviews, most international students show that they can overcome such gaps. And the negativity brought to them by these cultural differences will not affect their learning and life excessively. At the same time, some courses after coming to China will also bring them a lot of learning pressure. But on the whole, they will have certain negative emotions after coming to China, which may reduce their interest in Chinese culture to a certain extent, but these emotions will not have much impact on their lives and Chinese culture learning. And most of the difficulties they encounter can be overcome and dealt with.

4.2.3 Growth period after coming to China

4.2.3.1 Positive emotions during the growth period in China - a sense of accomplishment and satisfaction

After studying in China for a long time, we found that international students have gradually focused on Chinese cultural sentiment and extracurricular learning. They learn more about Chinese culture through teacher-led courses. The process of academic adaptation is inevitably accompanied by a sense of accomplishment and satisfaction, and every progress in learning brings a sense of accomplishment to a certain extent. ¹⁸ This kind of comprehensive and systematic learning brings them a sense of accomplishment and satisfaction, and generates positive emotions, which is conducive to their continued learning of Chinese culture in the future.

"I asked my Chinese friends about Chinese culture, and they explained it to me kindly, which made it easier for me to understand Chinese culture and integrate into it. I love chatting with my Chinese friends. I also enjoy traveling to different places in China with my friends and roommates. I will continue to learn Chinese. I believe that China will achieve greater development in the future, and after coming to China, I am full of confidence in my ideas. Most importantly, there are not many people who can speak Chinese in Korea, so I think it will also help with employment. China is a country of endless possibilities. I think learning Chinese will help me anyway. (Excerpt from G4 interview)

Under the influence of positive emotions, international students hope to continue to learn Chinese culture in the future, and are willing to spread and promote Chinese culture and promote cultural exchanges between their country and China.

4.2.3.2 Negative emotions during the growth period in China - a sense of exhaustion and powerlessness

Of course, after adapting to life in China, international students will also have some negative emotions in their long-term course study. Most of these negativity comes from their doubts about the curriculum and the learning problems they encounter with the curriculum. Exhaustion is mostly due to heavy academic tasks and high academic pressure, specifically it has a lot to do with the number of courses completed and exams. ¹⁹ When they have learned a certain amount of Chinese cultural knowledge, most international students will feel a certain sense of fatigue and powerlessness in the face of learning the Chinese curriculum, which is related to the inconsistency between the course they want to study and the actual course. Negativity can make them less interested in learning about Chinese culture and may limit their own exploration of Chinese culture.

"For example, the cultural experience classes related to ancient Chinese literature and the base I mentioned earlier, as well as a Chinese and foreign art history course this semester, I think they are all about Chinese culture. But I think there are a lot of technical terms in these classes, which will be a little difficult for us international students to understand. (From an interview with G2)

We can see that international students prefer to experience Chinese culture through practice rather than just theoretical knowledge. Excessive theoretical knowledge courses will greatly lose their interest in learning Chinese culture.

4.3 Suggestions for cultural teaching of international students

4.3.1 From the perspective of teaching content: promote and abandon again

4.3.1.1 The combination of Chinese with vitality and learners' interests - buzzwords

Internet buzzwords refer to the Internet language commonly used by netizens in the network environment, which is a combination of socio-political, economic, cultural and social psychological factors in a period of time, and is popularized by the promotion of network media. International students majoring in Chinese at Chinese universities are often exposed to Internet buzzwords when browsing online social media or chatting with Chinese. Due to the different linguistic and cultural backgrounds, the meanings of the words that have special meanings in special contexts, such as zun du, fake du, juan, YYDS, city, etc., are not the same as the meanings of the words included in the "Chinese Proficiency Vocabulary and Chinese Character Grading Syllabus", "International Chinese Education Chinese Proficiency Grading Standards" and various textbooks, and international students will inevitably be confused.

"I'm a student of the Chinese Language School, so I asked my friends in the Chinese Language School, and they and I both want to learn what has been popular in China recently, and why is it popular?" (Excerpt from G4 interview).

Up to now, although Internet buzzwords have not been officially introduced into the textbooks of Chinese as a foreign language, many people have begun to explore the introduction of Internet buzzwords into foreign teaching classrooms, and some teachers of Chinese as a foreign language have also intentionally introduced Internet buzzwords into the classroom to expand the horizons of international students, and have achieved good teaching results. In the teaching activities of Chinese as a foreign language, targeted and appropriate guidance for international students to contact and learn some Internet buzzwords is not only conducive to effectively improving their practical application ability of Chinese, but also conducive to their fuller perception of the current Chinese and Chinese culture.

However, it is also necessary to consider the selection of content, Ding Ling pointed out that Chinese buzzwords are popular, interesting, timely, and ^collective20. Based on this, teachers need to discard the teaching content, starting from the ontology, and conform to the Chinese norms, such as A in A and A in Qi, beating workers, etc.; The meaning should be clear and stable, such as true incense. Pragmatically, it should be wide-ranging, of appropriate difficulty, and in line with guiding principles, such as the "Chinese Dream^"21. It is necessary for international students to understand the current situation of China's social development, feel the Chinese society in the Internet era, and improve their Chinese language proficiency while taking into account cultural teaching.

4.3.1.2 Representative symbols of traditional Chinese culture - "China" as known to learners

According to the "Survey Report on China's Overseas Image" jointly released by CIPG, Chahar Society and Huatong Mingluo, after interviewing and surveying 2,395 people from 7 countries including Europe, North America, Oceania, Africa and Asia, it was found that the aspects that overseas people are most interested in and want to know about China are mainly concentrated in "traditional culture" (46% in developed countries and 65% in developing countries). "Scenic spots" (50% in developed countries and 66% in developing countries); "History" (45% in developed countries, 56% in developing countries) and "life for ordinary people" (48% in developed countries, 54% in developing countries). It can be seen that traditional culture and scenic spots are still the part that overseas people are most interested in about China.

"I like the customs of traditional festivals, such as making dumplings during the Spring Festival, making zongzi during the Dragon Boat Festival, and eating moon cakes during the Mid-Autumn Festival." (Excerpt from G2 interview).

"Before I formally learned Chinese, I basically learned about China's Forbidden City, Tiananmen Square, the Great Wall of China, and the Terracotta Warriors." (Excerpt from G4 interview).

It is precisely because of the uniqueness of the language of every nation in the world that it embodies its unique history and culture, and contains its customs, moral norms, values, etc., that beginners of foreign languages are confused, have obstacles in learning and communication, and even make many ^jokes.22。 Therefore, Chinese language teachers should play a more important role in cultural education, actively integrate Chinese traditional culture into the teaching of Chinese courses, carry out cultural education, and strengthen the understanding of Chinese culture among international students, which is of great significance for alleviating cross-cultural barriers, eliminating cultural barriers, improving interest in learning traditional culture, and eliminating misunderstanding of Chinese culture.

"For example, I mentioned earlier that it is related to ancient Chinese literature, as well as the cultural experience classes on the base, as well as the "Chinese and Foreign Art History" course this semester, I think they are all about Chinese culture. But I think there are a lot of technical terms in these classes, which will be difficult for us to understand and not easy to understand. (Excerpt from G2 interview).

It can be seen that it is very difficult for international students to understand traditional culture by instilling knowledge alone, and Zu Xiaomei pointed out that it is necessary to "take into account the ancient and the modern, based on the contemporary, and highlight the modern significance of traditional culture"²³Because contemporary life in China is the cultural content that foreign learners care about and are interested in, and it is also the part that can make them associate and emotionally resonate. For example, the Forbidden City, the Great Wall, Mount Tai, and Mount Huangshan are not only China's tangible cultural heritage, but also popular tourist attractions for contemporary Chinese; Confucius's emphasis on traditional morals such as benevolence, harmony, filial piety, humility, respect for the elderly, and love for the young are also important components of contemporary core values.

In the course of the interview, some students also mentioned "wine culture".

"I also like China's 'wine culture' I saw that there is Moutai in the traditional cultural base, so I wanted to try it, learn some about the history of wine, how to make it, and hope to taste good wine." (Excerpt from G1 interview)

Perhaps when it comes to "wine culture", it comes to mind "drunkenness", "wine table culture" and so on. However, Chinese wine culture is also an important part of traditional culture, and the core spiritual connotation of Chinese wine culture is "ceremony". At the same time, as an important material and source of inspiration, wine has also had a profound influence on ancient Chinese literature, calligraphy and painting, including philosophical ^thought24. Therefore, wine culture is also in line with the value orientation of cultural teaching, such as "osmanthus brewing", "rice wine" and other production experience activities, in the process of explaining regional habits and festival customs, into the "wine culture", is a dynamic attempt of cultural teaching.

4.3.1.3 "Calligraphy", a common symbol of language and culture

In the course of the interview, the author selected international students from the two universities for interviews, but surprisingly, "calligraphy class" is the most desired course for international students, and it is also a missing part of the training programs of the two schools.

In terms of cultural teaching, calligraphy culture classes are generally only used as cultural experience classes, or as an auxiliary Chinese language teaching in overseas Confucius classrooms, or as a Chinese cultural experience program set up by overseas teaching units during cultural experience days. It is usually presented in the form of a class or a day of experiential activities, and short-term experiential teaching generally lacks a systematic curriculum system for teaching Chinese calligraphy culture. It is difficult for foreign students to cultivate and continue their interest in Chinese character writing through the sensory experience of dragonflies and water, and it is difficult to achieve the purpose of assisting in correcting the bias of Chinese character writing. In addition, due to the lack of professional teachers and specialized teaching materials, it is not conducive to students' systematic mastery of calligraphy and Chinese character culture. ²⁵。

In terms of language, "calligraphy" was supposed to be combined with "writing" in the "skill objectives" of Chinese language classes, but with the introduction of a large number of computer-based tests in the HSK proficiency test, the goal of international students to write Chinese characters was shelved, but the charm of Chinese characters still existed, so there was a common omission in language teaching and cultural teaching - calligraphy teaching.

Kou Mingshuai and Wang Yanrong proposed that calligraphy education is an important part of international Chinese language education, and calligraphy is also a good carrier for China to spread traditional Chinese culture to the ^world26. Cui Xiliang also said that Chinese calligraphy should take advantage of the east wind of international Chinese language education to go abroad and let the world experience the special features of Chinese ^culture27. Liu Fengwei and Zhang Xinyue proposed that in the teaching of Chinese calligraphy as a foreign language, it is necessary to pay attention to the cultivation of foreign learners' knowledge of calligraphy culture and calligraphy appreciation, so as to effectively promote the dissemination of Chinese ^culture28. In recent years, some scholars have studied the teaching of calligraphy in detail, such as combining situational teaching methods with thematic teaching of ^{calligraphy29}, and Guo Fangrong's integration of the art of calligraphy into international Chinese teaching ^practice30. It can be seen that the teaching of calligraphy occupies an important position in the teaching and training of international students, and it is the content that colleges and universities need to consider in cultivating international students.

Regarding the suggestions for the teaching of calligraphy, Xue Chen pointed out that calligraphy should be used in the teaching of Chinese language, firstly, in the cultural teaching of Chinese characters, and secondly, in the classroom teaching of calligraphy as an elective ^course31. Peng Na discussed the feasibility of applying the art of calligraphy to Chinese classrooms from two aspects: teaching methods and teaching precautions, and proposed the "traceable" method, the "heart, eye, mouth, and hand" method, and the "competition-driven" ^method32. Based on the determination of teaching content, form and method, schools and teachers carry out calligraphy teaching to meet the learning needs of learners.

4.3.2 From the perspective of teaching form: the closer the better

4.3.2.1 "Culturally proximity" – experiential cultural teaching

The inseparability of language and culture determines the important position of Chinese teaching as a foreign language. Teaching Chinese as a foreign language is an important part of promoting Chinese to the world and expanding China's influence, and the demand for Chinese teaching is becoming more and more urgent. Shen Li pointed out that there are some problems in the traditional teaching of Chinese culture as a foreign language in China, such as insufficient construction of Chinese cultural knowledge system, insufficient perception of students' experience, and insufficient play of students' main ^role33. Many international students have expressed their desire to learn about Chinese culture through hands-on experience.

"I hope that the school will offer calligraphy classes in the form of practice." (Excerpt from the G6 interview)

"As for the way, I think it's 'the closer the better', I want to go to the junior and junior to visit these traditional buildings, I also want to go to see a Peking Opera performance, and even go on stage to take a closer look at the costumes, and I want to touch and experience it when I have the opportunity." (Excerpt from G1 interview)

Compared with the traditional cognitive culture teaching model based on teacher teaching, the experiential culture teaching model embodies the characteristics of student-centered, aiming at cultivating communicative ability and cross-cultural awareness, and focusing on the teaching process and task, realizing the integration of Chinese language teaching and cultural teaching, and highlighting the uniqueness of Chinese teaching as a second language ^teaching34. Therefore, school cultural teaching should start from learners and carry out more experiential cultural teaching.

4.3.2.2 "Intercultural Communication" – Sino-Foreign Joint Programme

In terms of teaching, Chinese and foreign students are integrated into classes, and the school has already had relevant practices, such as "Chinese Writing Training" and "Chinese and Foreign Art History", but these courses are not directly related to cross-cultural communication, and the communication and interaction between Chinese and foreign students is almost zero, and the role of "cross-cultural communication" has not been played.

"Before I came, I thought that our school was a class of Chinese students and international students, so I was looking forward to making friends with more Chinese students, but after I came, I realized that we were taking classes separately, and only some classes would be taken together, which was a little disappointing." (Excerpt from G5 interview)

Xie Yuanyuan pointed out the importance of multicultural classrooms to the cultivation of intercultural communication skills, and put forward several suggestions for the mixed teaching of Chinese and foreign students, that is, schools should meet the diverse needs of students from multicultural backgrounds, give full play to the main role of students, and use multiple teaching methods and in-depth and international teaching content for ^teaching35. International students can make more Chinese friends in the classroom, learn more easily about Chinese pop culture, and improve their intercultural competence in cross-cultural communication.

4.3.2.3 "Geographical advantage" - "travel" practical activities

"Tourism" is one of the important activities of international students in China. With their yearning for China's famous mountains and rivers, scenic spots and historic sites, they began their journey to China while studying in China. At present, the tourism activities of foreign students are extremely active, and it has become the most important "second classroom" for them to learn Chinese language and ^culture36.

"I try to learn Chinese for more than an hour every day, and I think that going to nearby tourist attractions and chatting with Chinese friends in my spare time outside of study is learning." (From G4 interviews)

Li Quan pointed out: "Chinese culture should go abroad and go to the world, and cultural teaching should also go out of the classroom and into the society, from cultural teaching based on books to cultural teaching on the land of China", and from reading comprehension of texts to investigation and experience of cultural resources. ³⁷ It can be seen that it is enough to make good use of local characteristic cultural resources.

"I hope that the school can open some courses on Jinan's traditional culture, and it is best to lead us on field trips, such as going to places such as Daming Lake and Baotu Spring to see for yourself, I think the learning effect will be better." (From an interview with G2)

Cultural teaching sometimes does not need to be systematized in teaching, because China's local culture is the best resource, which can be combined with local cultural and tourism resources to carry out research activities, lead international students to appreciate the great rivers and mountains, and at the same time, promote Chinese culture to go out, teach in a form that international students like to see, meet their needs and interests, and help international cultural teaching in the field of Chinese to start in a new model and new direction.

VII. Conclusion

(1) Research conclusions

Through in-depth interviews with Asian students from the two schools, this study combined with qualitative research methods to deeply explore the emotional changes, learning motivation and related issues of cultural teaching among international students in the process of learning Chinese culture. The results show that Asian students' motivations for learning Chinese culture mainly include family cultural background, desire for cross-cultural cognition, personal interests and needs for career development. During the learning process, they experience a variety of emotional changes from anticipation and nervousness to affection and satisfaction, which are influenced by a variety of factors such as cultural differences, learning environment, and personal experiences.

Based on the research results, this study puts forward the following suggestions for cultural teaching in the field of teaching Chinese to speakers of other languages: in terms of teaching content, it is necessary to pay attention to the combination of Chinese language and learners' interests, and introduce popular language teaching; It is necessary to highlight the representativeness of traditional Chinese cultural symbols and strengthen the teaching of traditional culture; It is necessary to pay attention to the common representative symbols of language and culture, such as the teaching of calligraphy. In terms of teaching form, experiential cultural teaching should be adopted, so that students can learn Chinese culture through practical experience; It is necessary to carry out Sino-foreign joint courses to promote cross-cultural exchanges; It is necessary to take advantage of geographical advantages to carry out "travel" practice activities; It is necessary to keep pace with the times and integrate a variety of teaching methods.

The innovation of this study lies in the use of qualitative research methods to gain an in-depth understanding of international students' emotional changes and learning motivations, which provides a new research perspective and method for the field of teaching Chinese to speakers of other languages. At the same time, the suggestions of this study are pertinent and operable, which is helpful to improve the quality and effectiveness of teaching Chinese to speakers of other languages. However, there are some shortcomings in this study, such as the study subjects are limited to Asian students from two schools, and the sample size is small, which may affect the generalizability of the research results. Future research can further expand the sample size to cover international students from more regions and schools, and deeply explore the emotional changes and learning motivations of international students in the process of learning Chinese culture, so as to provide more comprehensive and in-depth research results in the field of teaching Chinese as a second language.

(2) Deficiencies and prospects

Due to the lack of time and experience, this study only focuses on the learning experience and emotional changes of Asian students in the two universities, but it can give some clues to other scholars in the selection of topics, that is, to pay attention to the emotional changes and learning experiences of international students. Comprehensively and thoroughly consider the rationality of educational objectives and curriculum design. Based on this, this study hopes to continue to collect and expand the scope of the sample size in the future, increase the interviews of cultural teachers, and give some research results in a more systematic and theoretical manner.

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