1、 Introduction

Introduced the concept of "inheritance language" and its diverse background among Chinese language learners in Japanese universities. Discussed the impact of identity on language learning and the complexity of identity among Chinese students in a multicultural context. It points out the emphasis on "inheritance language" education in Japanese primary and secondary schools and the increase in related research, while also pointing out the shortcomings in language research for adult Chinese students. Finally, research questions were raised, including the learning situation of Chinese "inheritance language" among Chinese students in Japanese universities, the reasons for taking Chinese courses, and the significance of learning Chinese. It is planned to explore the impact of these factors on Chinese language learning by analyzing language background, identity recognition, and language ability.

2、 Research Design

This chapter introduces a four-year longitudinal study on four Chinese language learners at Japanese universities, analyzing the mutual influence between their identity recognition and Chinese language learning, as well as changes in their language proficiency. The research subjects include four students from two universities with different language backgrounds and family communication language. The research methods include life story interviews and language proficiency surveys. Individual life story data is collected through interviews, and language proficiency is evaluated using the CEFR Self Ability Scale and HSK1.0 test paper. The research aims to gain a deeper understanding of learners' language background, identity, and the impact of these factors on their Chinese language learning.

3、 Survey Results and Analysis

The relationship between language proficiency, identity recognition, and learning motivation of Chinese language learners in Japanese universities, as well as changes in language proficiency, were analyzed through surveys and interviews. A study found that four Chinese students generally had a higher level of Chinese listening skills at the time of enrollment, which may be related to their daily Chinese input. Students A and C have higher dialect proficiency than Mandarin, indicating that their family language environment has an impact on their language learning. Students D and F have received Chinese education in China and have a high level of Mandarin proficiency. Students A and C have half Chinese ancestry and believe that learning Chinese is necessary, while student D chooses Chinese courses mainly for the purpose of easily obtaining credits, and their learning motivation is relatively negative.

4、 Discussion

Through the case of student C, this paper explores how Japanese university Chinese language learners can improve their Chinese language proficiency through self effort under the influence of the epidemic. After receiving systematic Chinese language education in university, C's understanding of Chinese characters has made a qualitative leap, enhancing his confidence in learning. During the epidemic, C created a learning environment similar to studying abroad by taking Chinese courses from other campuses and utilizing online tutoring. C clarified the identity of Sino Japanese mixed race children and established the "ideal second language self" and "should second language self" based on Chinese identity, thus generating more positive learning motivation. C's Chinese proficiency continues to improve, and the proportion of using Chinese when communicating with family members is gradually increasing.

5、 Conclusion

This study analyzes the identity recognition and learning motivation of Chinese language learners in Japanese universities through case studies, and points out the positive impact of clarifying Chinese identity on learning motivation. Research has found that foreign language teaching in Japanese universities has failed to effectively enhance the Chinese language proficiency of inheritors, and there are problems with a single teaching model that ignores the differences between Chinese and non Chinese students. The article emphasizes the importance of implementing classified teaching, providing differentiated language resources, improving teaching design and strategies to meet the needs of different learners and stimulate learning motivation.