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2020/2021

Chinese

Code: 43971 ECTS Credits: 6
Degree Type Year Semester
4316481 Teaching Chinese to Spanish Speakers OB 0 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Helena Casas Tost
Email:
Helena.Casas@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Teachers

Shu-Ching Liao Pan
Sara Rovira Esteva
María Carmen Espin Mañas

Prerequisites

None

Objectives and Contextualisation

This module has three main objectives. First, present and familiarisize students with the main authoritative sources in relation to Standard Chinese. Second, review the main trends of descriptive and pedagogical grammar of Chinese and its works of reference. Finally, analyze Chinese and Spanish contrastively at different language levels to identify those aspects that may present more difficulties for Spanish speakers.

Competences

  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Continue the learning process, to a large extent autonomously.
  • Make a comparative analysis of linguistic and cultural aspects of Chinese and Spanish for teaching purposes.
  • Make a critical self-reflection and identify strengths and weaknesses.
  • Recognise the specific characteristics of Chinese language and culture to apply them to the teaching of Chinese for Spanish speakers.
  • Work individually and in a team and be able to analyse, interpret and synthesise the information generated.

Learning Outcomes

  1. Analyse and evaluate different linguistic approaches to any feature of Chinese grammar, for teaching purposes.
  2. Analyse and evaluate fundamental texts on the Chinese language for teaching and reference purposes.
  3. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  4. Continue the learning process, to a large extent autonomously.
  5. Describe the Chinese language for didactic purposes, covering all its aspects: phonology, morphology, lexis, syntax, pragmatics and discourse.
  6. Identify and critically analyse the literature dealing with the respective linguistic characteristics of Chinese and Spanish.
  7. Identify and find solutions for Spanish-speakers' main difficulties in learning Chinese.
  8. Identify the main similarities and differences between Chinese and Spanish, in all their aspects, for pedagogical purposes.
  9. Make a critical self-reflection and identify strengths and weaknesses.
  10. Work individually and in a team and be able to analyse, interpret and synthesise the information generated.

Content

Block 1: Introductory aspects

1. Terminology and key concepts related to TCFL

2. Main authorized sources in relation to normative grammar

3. Phonology of Standard Chinese

4. Transcription in pinyin

5. Principles of Chinese writing

6. Morpholexical characteristics of Standard Chinese

7. Syntax of Standard Chinese

8. Pragmatics in Standard Chinese

 

Block 2: The grammar of modern Chinese

1. Main trends of descriptive and pedagogical grammar of Chinese

2. Grammar and reference works

3. Words classes in modern Standard Chinese

4. Parts of speech in modern Standard Chinese

5. Complement types of modern Standard Chinese

6. Sentence types of modern Standard Chinese

 

Block 3: Contrastive analysis of Chinese and Spanish

1. Usefulness of contrastive analysis for foreign language teaching

2. General characteristics of Chinese and Spanish

3. Contrastive analysis of phonological aspects of Chinese and Spanish

4. Contrastive analysis of morphosyntactic aspects of Chinese and Spanish

5. Contrastive analysis of functional aspects of Chinese and Spanish

Methodology

In this module various teaching methodologies will be used and all of them presuppose an active role on the part of the students. Throughout the module, the following methodologies will be combined:

• Lectures
• Problem-based learning
• Practical activities
• Debates
• Preparation and oral or written presentations
• Supervised work

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Discussion 4 0.16 9, 10
Lectures 20 0.8 1, 2, 5, 3, 4
Problem-based learning 4 0.16 1, 2, 5, 6, 7, 8, 9, 10
Type: Supervised      
Oral presentations 1 0.04 3, 9
Project design and oral or written presentation 6 0.24 1, 2, 5, 6, 7, 8, 3, 4, 9, 10
Type: Autonomous      
Project writing 40 1.6 1, 2, 5, 6, 7, 8, 3, 4, 9, 10
Readings and documentation 50 2 1, 2, 5, 6, 7, 8, 3, 4

Assessment

To pass this course, attendance at 80% of classes is compulsory. 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendance and participation in class 20% 5 0.2 6, 7, 8, 3, 4
Exam 30% 4 0.16 1, 2, 5, 6, 7, 8, 9, 10
Portfolio 50% 16 0.64 1, 2, 5, 3, 4, 9, 10

Bibliography

  • Casas-Tost, Helena; Rovira-Esteva, Sara; Suárez, Anne-Hélène. 2007/2009/2011/2013/2015. Lengua china para traductores: 学中文，做翻译. Vol I. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona. (Materials, 188). (5a ed.).
  • Casas-Tost, Helena; Rovira-Esteva, Sara; Suárez, Anne-Hélène. 2008/2009/2011/2014/2015. Lengua china para traductores: 学中文，做翻译. Vol II. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona. (Materials, 198). (5a ed.).
  • Fang Qingyu, A Practical Chinese Grammar. Beijing Language and Culture University Press, 2008.
  • Halliday, M.A.K. Studies in Chinese Language (汉语语言研究) Beijing: Beijing Daxue Chubanshe, 2007. (Collected Works of M.A.K. Halliday, 8).
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  • Liu Xun, Duiwai Hanyu Jiaoyuxue (对外汉语教育学). Beijing: Beijing Language and Culture University Press, 2009.
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  • Qu Chengxi, Historical syntax theory and application to Chinese. Beijing: Beijing Yuyan Xueyuan Chuban, 1993.
  • Ramírez, Laureano. Del Carácter al Contexto. Teoría y Práctica de la Traducción del Chino Moderno. Bellaterra: Servei de Publicacions, Universitat Autònoma de Barcelona, 1999.
  • Rovira-Esteva, Sara. Lengua y escritura chinas: Mitos y realidades. Barcelona: Edicions Bellaterra, 2010.
  • Sánchez Griñán, Alberto. (2009) “Reconciliación metodológica e intercultural: posibilidades de la enseñanza comunicativa de lenguas en china”, MarcoELE. Revista de Didáctica ELE. Núm, 8: 1-40.
  • Teng Shou-hsin (ed.), Modern Chinese Grammar, for Teachers of Chinese as a Second Language Advanced Learners of Modern Chinese. Taipei: Shida shiyuan, 2006.
  • Teng, Wen-Hua. Yufa! A Practical Guide to Mandarin Chinese Grammar. London: Routledge, 2016.
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  • Wu Fuxiang, Hanyu Yufahua Yanjiu. (汉语语法化研究) Beijing: Shangwu yinshu Guan, 2005.
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