中国文化在尼日利亚的传播现状——以纳姆迪·阿奇克韦大学孔子学院为例 THE CURRENT STATUS OF THE DISSEMINATION OF CHINESE CULTURE IN NIGERIA: A CASE STUDY OF THE NNAMDI AZIKIWE UNIVERSITY CONFUCIUS INSTITUTE

Abstract

随着“一带一路”倡议的推进以及中尼关系的持续发展，中国文化在尼日利亚受到越来越多学习者的关注。孔子学院作为汉语教学和文化交流的重要平台，为尼日利亚学生接触中国语言与文化提供了现实途径。本文以纳姆迪·阿奇克韦大学孔子学院为个案，基于文化传播理论和拉斯韦尔5W传播模式，采用问卷调查、访谈和参与式观察相结合的方法，考察该孔子学院在中国文化传播中的传播主体、传播内容、传播渠道、传播受众和传播效果。研究共回收学生有效问卷115份、教师有效问卷10份，并对4名教师及孔子学院中方院长进行访谈。研究发现，学生整体上对中国文化和文化活动持积极态度，尤其对中国节日、饮食文化、传统音乐舞蹈及互动体验类活动兴趣较高；汉语课程、文化活动和社交媒体是学生接触中国文化的主要渠道。教师普遍在语言教学中融入文化内容，并认为文化教学有助于提升学生的汉语学习兴趣和跨文化理解能力。与此同时，文化传播仍受到师资不足、教学任务繁重、设备与活动资源有限、宣传渠道单一、学生流动性较大以及部分文化内容理解难度较高等因素制约。基于上述发现，本文建议孔子学院进一步优化文化课程内容，提高文化活动的常态化和包容性，加强线上线下宣传，深化中国文化与尼日利亚本土文化的互动融合，并改善师资与基础设施条件，以提升中国文化在尼日利亚传播的实际效果。With the advancement of the Belt and Road Initiative and the sustained development of China-Nigeria relations, Chinese culture has attracted increasing attention among learners in Nigeria. As an important platform for Chinese language education and cultural exchange, the Confucius Institute provides Nigerian students with practical access to Chinese language and culture. Taking the Confucius Institute at Nnamdi Azikiwe University as a case study, this paper draws on cultural dissemination theory and Lasswell's 5W model to examine the communicator, content, channels, audience, and effects of Chinese cultural dissemination. The study adopts questionnaires, interviews, and participant observation. A total of 115 valid student questionnaires and 10 valid teacher questionnaires were collected, and interviews were conducted with four teachers and the Chinese director of the Confucius Institute. The findings show that students generally hold positive attitudes toward Chinese culture and cultural activities, especially Chinese festivals, food culture, traditional music and dance, and experiential activities. Chinese language courses, cultural activities, and social media constitute major channels through which students encounter Chinese culture. Teachers commonly integrate cultural elements into language teaching and regard cultural instruction as helpful for improving students' motivation and intercultural understanding. However, cultural dissemination is still constrained by insufficient teaching staff, heavy teaching workloads, limited facilities and activity resources, insufficient publicity, high student mobility, and the difficulty of understanding certain cultural topics. The paper therefore suggests optimizing cultural course content, increasing the regularity and inclusiveness of cultural activities, strengthening online and offline publicity, deepening the interaction between Chinese culture and Nigerian local culture, and improving teaching resources and infrastructure so as to enhance the effectiveness of Chinese cultural dissemination in Nigeria.