The Two-Way Interaction between Chinese Learning and Cultural Cognition among Central Asian International Students: An Analysis Based on Classroom Corpus from University X

Abstract

This study focuses on the classroom written and spoken corpora of Central Asian international students at School X, and from a linguistic perspective, organizes them into five thematic corpus clusters: daily life, culture, language, entertainment, and social experiences. The corpora not only cover everyday communicative expressions and culturally loaded vocabulary but also reflect linguistic features unique to Chinese. On this basis, the study constructs a dual evaluation system of 'language output and cultural stance expression,' deeply analyzing the bidirectional interaction between language and culture: on one hand, Chinese phonetic perception, character morphology, and grammatical logic drive international students to reconstruct their understanding of Chinese culture; on the other hand, the Central Asian cultural background imposes constraints on students' comprehension of Chinese semantics, whereas the Central Asian cultural background constrains students’ interpretation of Chinese meanings due to cultural differences. Finally, from the three aspects of cultivating teachers' linguistic literacy, improving students' cross-linguistic and cultural decoding ability, and the interactive mechanism of 'speaker's pragmatic appropriateness and listener's semantic resonance,' this study explores pathways for integrating values and language competence development, providing empirical linguistic references for the collaborative promotion of 'language form and cultural cognition' in international Chinese education.