Author(s)

Astanova Elmira, Hang Yu^*

Affiliation(s)

School of Foreign Studies, Northwestern Polytechnical University, Xi’an 710000, Shaanxi, China.

Corresponding Author

Hang Yu

ABSTRACT

This study examines how learners of Chinese as a foreign or second language (CFL/CSL) construct and negotiate their identities within the socio-cultural context of China. Using a qualitative research design, data were collected through written narratives and semi-structured interviews with international university students studying Chinese in China. The analysis focused on key themes such as linguistic self-confidence, cultural adaptation, and bilingual identity, with a word cloud employed as a supplementary analytical tool. The findings indicate that most participants recognized a close relationship between language learning and identity formation, acknowledging the influence of Chinese language learning on their linguistic and cultural selves. However, some learners viewed CFL learning primarily as foreign language acquisition rather than identity development. These results highlight the diversity and complexity of identity construction among CFL/CSL learners in a target-language environment. The study contributes to learner identity research and offers pedagogical implications for supporting learners’ linguistic and cultural development in academic and social contexts in China.

KEYWORDS

Social Identity Theory; Learner Identity; Chinese as a Foreign or Second Language (CFL/CSL); Narrative Inquiry

CITE THIS PAPER

Astanova Elmira, Hang Yu. Learner identity construction of Chinese as a Foreign or Second Language (CFL/CSL): a narrative inquiry. World Journal of Linguistics and Literature. 2025, 2(1): 32-38. DOI: https://doi.org/10.61784/wjll3013.

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