A Cognitive Semiotic Interpretation of Chinese Culture Through Digitalized Reading: When Digitalization Meets Cross-Cultural Education

Abstract

Cultural differences and geopolitical disputes severely impede the globalization process. As a method of eliminating cross-cultural misunderstandings and fostering mutual respect, it is crucial to increase cross-cultural awareness through cross-cultural education to support the world’s peaceful and healthy development. This article investigates, from the perspective of cognitive semiotics, how the integration of digitization and language learning through reading can provide foreign language learners with a more immersive and stimulating learning experience. Questionnaires and interviews demonstrate that digital reading has exerted more significant learning effects on cross-cultural education than traditional paper reading. Digital reading reflects cognitive communication, cognitive subjectivity, and cognitive diversity more accurately. The integration of digital reading and cross-cultural education makes language learning more accessible and effective and can encourage students to grasp the target language while simultaneously promoting Chinese culture.