Cultural Identity Anxiety of English-Majored Senior Students.

In today's era of globalization, the integration and collision of Chinese and Western cultures have raised significant issues pertaining to cultural identity and cultural identity anxiety, particularly among English majors in domestic universities who are often immersed in Western cultural education. The present study examines the phenomenon among 110 English-majored senior students at the Guangzhou Institute of Science and Technology. Utilizing quantitative research methods, questionnaires, and statistical analysis via SPSS 22.0, this investigation addresses three questions. The findings reveal that English-majored senior students exhibit a strong identification with Chinese culture, yet they also experience cultural identity anxiety. Three primary factors contributing to this phenomenon are gender, personal experience, and foreign language proficiency. To mitigate this anxiety, the author recommends three strategies. This study holds significant implications for the education of English majors, providing valuable insights into how educators can design curricula and teaching practices that foster a positive cultural identity while also alleviating anxieties associated with cross -cultural encounters. The author further proposes several practical strategies, based on the research findings, to help alleviate students' cultural identity anxiety. [ABSTRACT FROM AUTHOR]