Degree | Type | Year |
---|---|---|
Spanish and Chinese Studies: Language, Literature and Culture | OB | 2 |
You can view this information at the end of this document.
By obtaining the minimum of credits in basic training subjects, students have demonstrated to have acquired the basic competences and they will be able to express themselves orally and in writing. For this reason, any spelling and expression errors that may be committed will lead to a score decrease in the final grade.
This subject has as its fundamental objective to knowledge and to domain the procedures that allow the incorporation of grammar content in the Spanish as a Foreign Language.
At the end of this course, students must:
(1) To know the different methodologies to teach grammar in the ELE classroom,
(2) To identify the main grammatical problems that can appear during the ELE teaching process,
(3) To know how to use and create didactic resources oriented to the knowledge of the notions of grammar in the different levels of ELE according to the Curricular Plan of the Cervantes Institute (PCIC),
(4) To assess the skills of ELE students effectively, in general, and people whose mothern language is Chinese, in particular.
1) What is grammar. Parts of grammar. Grammar and variation.
2) Grammar and ELE teaching: descriptive grammar and prescriptive grammar.
3) The treatment of grammar in the history of teaching Spanish as a foreign language.
4) Grammar from a cognitivist perspective. Current theories for grammar teaching.
5) Techniques, resources and typology of activities to teach grammar in the ELE classroom.
6) Grammatical problems: problematic particular cases in Spanish.
7) The evaluation of grammar in ELE: contents, procedures and instruments.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Theoretical-practical sessions | 60 | 2.4 | 1, 2, 3, 4, 7, 14, 13, 10, 11, 22, 21, 5, 17, 15, 16, 18, 12, 19, 23 |
Type: Supervised | |||
Tutoring | 15 | 0.6 | 4, 14, 6, 10, 22, 21, 16, 18, 19, 23 |
Type: Autonomous | |||
Study and preparation for exams and assignments | 75 | 3 | 1, 2, 3, 4, 8, 7, 14, 13, 6, 10, 11, 22, 21, 5, 17, 15, 16, 18, 12, 19, 20, 23 |
Students must carry out a continuous follow-up of the subject:
In order to achieve the aforementioned objectives, theoretical explanations will be combined by the teacher with the practical realization of exercises in the classroom.
The learning of this subject is distributed as follows:
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
A theoretical-practical test | 20% | 0 | 0 | 2, 3, 4, 7, 14, 10, 11, 21, 5, 17, 15, 16, 18, 12, 19, 20, 23 |
A theoretical-practical test | 30% | 0 | 0 | 1, 2, 3, 4, 8, 7, 14, 13, 6, 9, 10, 11, 22, 21, 5, 17, 15, 16, 18, 12, 19, 20, 23 |
Active Participation. Activities and exercises done in class | 10% | 0 | 0 | 1, 2, 3, 4, 8, 7, 14, 13, 6, 10, 11, 22, 21, 5, 17, 15, 16, 18, 12, 19, 20, 23 |
To design a didactic unit related to grammar | 40% | 0 | 0 | 1, 2, 3, 4, 8, 7, 14, 13, 6, 10, 11, 22, 21, 5, 17, 15, 16, 18, 12, 19, 20, 23 |
The subject will be assessed on an ongoing basis in order the teacher can observe the progress of the students and how they have assimilated and applied the contents.
The evaluation of the subject will be carried out in the following way:
To pass the subject, all activities must be completed. Once the grades for each test are added up according to their percentage, the result must be 5 points or more to pass the subject.
Making spelling, expression, lexical and syntax errors will have a penalty of 0.25 each, without limit, on the final grade in the activities and exams.
In the event that the student carries out any type of irregularity that could lead to a significant variation in the grade of a certain assessment act, it will be graded 0, regardless of the disciplinary process that may arise. In the event that several irregularities are verified in the assessment acts of the same subject, the final grade for this subject will be 0.
Obviously, all activities, tests and assignments must be original. Total or partial copying of materials already published in any medium is not allowed. In the event of presenting non-original material without indicating its origin, the grade of the activity or work will automatically be a fail (0) and the right to retake will be lost.
The student will receive the grade of non-assessable when they have not completed more than 30% of the assessment activities.
Students who have previously been assessed for at least two-thirds of the subject may participate in retake (whichexcludes oral presentations), provided that they have obtained a minimum average grade of 3.5. The grade obtained in the retake will replace the grade initially obtained for the final calculation of the weighted average. Students may retake the subject by taking a theoretical-practical content test again, which will be held at the end of the course.
Single assessment
This subject may be assessed under the single assessment system in accordance with the terms established in the academic regulations of the UAB and the assessment criteria of the Faculty of Translation and Interpreting.
Students must make an online request within the period established by the faculty and send a copy to the teacher responsible for the subject, for the record.
Single assessment will be carried out in person on one day during week 16 or 17 of the semester. The Academic Management Office will publish the exact date and time on the faculty website.
On the day of the single assessment, teaching staff will ask the student for identification, which should be presented as a valid identification document with a recent photograph (student card, DNI/NIE or passport).
Single assessment activities
The final grade for the subject will be calculated according to the following percentages:
Grade revision and resit procedures for the subject are the same as those for continual assessment. See the section above in this study guide.
This subject entirely prohibits the use of AI technologies in all of its activities. Any submitted work that contains content generated using AI will be considered academic dishonesty; the corresponding grade will be awarded a zero, without the possibility of reassessment. In cases of greater infringement, more serious action may be taken.
Alonso, R., Castañeda, A., Martínez, P., Miquel, L., Ortega, J., Ruiz, J. P. (2015). Gramática básica del estudiante de español. Barcelona: Difusión.
Bosque, I. (dir.) (2004): REDES. Diccionario combinatorio del español contemporáneo. Madrid: SM.
Brucart, J. M.ª (2005): “La gramática en ELE y la teoría lingüística: coincidencias y discrepancias”, RedELE (Revista electrónica de didáctica del español como lengua extranjera), 3.
García Folgado, M. J. y Fuertes, M. (eds.) (2020): Enseñanza de la gramática en ELE: resultados de investigación y nuevas propuestas. MarcoELE, n.º 31.
Gómez del Estal, M. (2004). “La enseñanza de la gramática dentro del enfoque por tareas”. Forma, vol 8, pp. 83-107.
Gutiérrez Araus, M. L. (2014). Problemas fundamentales de la gramática del español como 2/L (Manuales de formación profesores español 2/L). Madrid: Arco libros.
Herrera, F. y Sans, N. (eds.) (2018): Enseñar gramática en el aula de español: nuevas perspectivas y propuestas. Barcelona: Difusión.
Instituto Cervantes (2006): Plan curricular del Instituto Cervantes. Niveles de referencias para el español. Madrid: Instituto Cervantes. Biblioteca Nueva. Disponible en https://cvc.cervantes.es/ensenanza/biblioteca_ele/plan_curricular/
Llopis, R., Espinosa, J. M., Campillo, J. P. (2012). Qué gramática enseñar, qué gramática aprender. Madrid: Biblioteca Edinumen.
López García, A. (2005). Gramática cognitiva para profesores de españolL2. Madrid: Arco Libros.
Martín, E. (CVC). Gramática y Enseñanza de Segundas Lenguas. Universidad Pompeu Fabra.
Matte Bon, F. (2010). “Implicaciones de un enfoque comunicativo en el análisis gramatical”. Marco ELE, n.º 11, pp. 83- 111.
Martín Sánchez, M. A. (2010): “Apuntes a la historia de la enseñanza de lenguas extranjeras: la enseñanza de la gramática”, Tejuelo, n.º 8, pp. 59-76.
Real Academia Española y Asociación de Academias de la Lengua Española (2009): Nueva gramática de la lengua española, Madrid: Espasa-Calpe.
It is not necessary to install software on personal computers.
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PAUL) Classroom practices | 30 | Spanish | second semester | morning-mixed |
(TE) Theory | 30 | Spanish | second semester | morning-mixed |