Preferencias y valoraciones de los universitarios hispanohablantes sobre los manuales didácticos de lengua china
DOI:
https://doi.org/10.18002/sin.v18i1.8430Palabras clave:
manual didáctico; lengua china; enseñanza de lengua extranjera; hispanohablantes.Resumen
En España, en 2018, la cantidad de alumnos españoles de lengua china superaba los 40,000 y cada vez más universidades ofrecen asignaturas de chino mandarín tanto en el grado como en el máster. Este aumento también ha causado un gran interés por el uso y la elaboración de los manuales didácticos del idioma chino en el campo académico. El Nuevo Libro de Chino Práctico, siendo el manual más usado en las universidades españolas durante más de 20 años, ha sido un manual ejemplar y excelente de la lengua china, no obstante, su utilidad en algunos aspectos de la enseñanza de idiomas no se adecúa a los tiempos actuales. Por lo tanto, en este estudio, se ha llevado a cabo un cuestionario dirigido a 68 estudiantes universitarios españoles de grado, que tienen como primera lengua extranjera el chino mandarín, con el fin de conocer sus preferencias, opiniones y valoraciones sobre el Nuevo Libro de Chino Práctico. Los resultados obtenidos permiten proyectar una base para la creación de los futuros manuales didácticos de chino y aplicar métodos avanzados de enseñanza.
Descargas
Métricas alternativas
Citas
Andon, N., & Wingate, U., 2013. Motivation, authenticity and challenge in German textbook for key stage 3. Critical perspectives on language teaching materials. London: Palgrave Macmillan, 182–203.
Bao, R., & Du, X., 2015. Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges. Language, Culture and Curriculum, 28 (3): 291–310.
Bruner, J., 2013. Culture, mind, and education. Theories of learning. Vol. I. Theories of learning. London: SAGE, 325–335.
Casas Tost, H., & Rovira Esteva, S., 2018. La adaptación del chino al MCER en España: Un análisis crítico. Inter Asia Papers.
Chai, R. J., & Wang, Z. Y., 2017. 前所未有的“汉语热” The unprecedented “Chinese fever”. 光明日报 Guangming Daily.
Chen, C., & Du, X., 2022. Teaching and learning Chinese as a foreign language through intercultural online collaborative projects. Asia-Pacific Edu Res, 31(2): 123-135.
Chinese International Education Foundation., 2019. 全球网络 Red global. Chinese International Education Foundation. https://www.cief.org.cn/qq
Comisión Europea., 2012. Special Eurobarometer 386. Europeans and their language. Report. Comisión Europea. (Consultado 11/05/2024)
https://data.europa.eu/data/datasets/s1049_77_1_ebs386?locale=es
Días Ponce, C., 2023. Investigación y análisis del uso de libros de texto para la enseñanza del chino en Chile. En el libro América Latina y el Caribe-China. Historia, cultura y aprendizaje del chino, 23-42.
Fundació Institut Confuci de Barcelona., 2018. El chino en el sistema educativo español. Hacia la plena incorporación como lengua extranjera. Informe basado en el I Coloquio “El chino en la enseñanza española”. Madrid.
Gong, Y., Lai, C., & Gao, X., 2020. The teaching and learning of Chinese as a second or foreign language: The current situation and future directions. Front. Educ. China, 15 (1): 1-13.
Gong, Y., Lyu, B., & Gao, X., 2018. Research on teaching Chinese as a second or foreign language in and outside Mainland China: A bibliometric analysis. Asia-Pacific Edu Res, 27 (4): 277-289.
Hanban., 2018. Confucius Institute annual development report. http:// www.hanban.org/report/2018.pdf
Huang, P., 2019. Textbook interaction (Consultado 11/05/2024): A study of the language and cultural contextualization of English learning textbooks. Learning, Culture and Social Interaction, 21: 87-99.
Li, Q., 2006. 对外汉语教材研究 Investigación sobre materiales didácticos para la enseñanza del chino como lengua extranjera. Pekín: The Commercial Press.
Li, Q., Mejías, M. G., & Yang, Q., 2020. “ Camino al chino”, Contribution to the localization of Chinese textbooks for the beginners. Sinología hispánica, China Studies Review, 11 (2): 129-155.
Liu, X., 1981. 实用汉语课本 Libro de Chino Práctico. Pekín: The Commercial Press.
Liu, X., 2001. 新实用汉语课本 Nuevo Libro de Chino Práctico. Beijing: Beijing Language and Culture University Press.
Lü, C., 2020. Teaching and learning Chinese through immersion: A case study from the North American context. Front. Educ. China, 15 (1): 99-141.
Lyu, B., & Qi, X., 2020. A review of research on technology-assisted teaching and learning of Chinese as a second or foreign language from 2008 to 2018. Front. Educ. China, 15(1): 142-163.
Ministerio de Educación de la República Popular China., 2017. 2016 年度我国来华留学生情况统计Estadísticas de estudiantes internacionales en mi país en 2016. http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2017n/xwfb_170301/170301_sjtj/201703/t20170301_297677.html (Consultado 11/05/2024).
Moloney, R., & Wang, D., 2016. Limiting professional trajectories: a dual narrative study in Chinese language education. Asian-Pacific Journal of Second and Foreign Language Education, 1(1): 1–15.
Moloney, R., & Xu, H. L., 2015. Exploring innovative pedagogy in the teaching and learning of Chinese as a foreign language (Vol. 15). Springer.
Oxford, R., 1990. Language learning strategies: What every teacher should know. Nueva York: Newbury House.
Ponz, M., & Vernet, M., 2019. El rol del juego y la gamificación en la enseñanza del inglés. Puertas Abiertas (15).
Pulverness, A., 2003. Materials for cultural awareness. Developing materials for language teaching. London: Continuum, 426–438.
Qi, X. D., & Lai, C., 2017. The effects of deductive instruction and inductive instruction on learners’ development of pragmatic competence in the teaching of Chinese as a second language. System, 70: 26−37.
Rajesh Raj, S. N., Sen, K., Annigeri, V. B., Kulkarni, A. K., & Revankar, D. R., 2015. Joyful learning? The effects of a school intervention on learning outcomes in Karnataka. International Journal of Educational Development, 40: 183–195.
Ruan, J., Zhang, J., & Leung, C. B., 2015. Chinese language education in the United States (Vol. 14). Springer.
Ruan, Y., Duan, X., & Du, X., 2015. Tasks and learner motivation in learning Chinese as a foreign language. Language, Culture and Curriculum, 28 (2): 170-190.
Scrimgeour, A., 2014. Dealing with ‘Chinese Fever’: The challenge of Chinese teaching in the Australian classroom. En N Murray & A Scarino (eds.), Dynamic ecologies: A relational perspective on languages education in the Asia-Pacific region. Nueva York: Springer,151-167.
Stewner Manzanares, G., 1985. Learning strategies in English as a second language instruction: A teacher’s guide. Virginia: Inter America Research Associates.
Sung, K. Y., & Wu, H. P., 2011. Factors influencing the learning of Chinese characters. International Journal of Bilingual Education and Bilingualism, 14 (6): 683-700.
Wang, X. P., Zhang, H. F., Kong, F. Q., Wu, S. P., & Li, W. J., 2003. El Chino de Hoy. Beijing: Foreign Language Teaching and Research Press.
Wong, L. H., Chen, W., & Jan, M., 2012. How artefacts mediate small-group co-creation activities in a mobile-assisted seamless language learning environment? Journal of Computer Assisted Learning, 28(5): 411−424.
Xu, H. L., & Moloney, R., 2011. Perceptions of interactive whiteboard pedagogy in the teaching of Chinese language. Australasian journal of educational technology, 27 (2): 307-325.
Yang, Q., García Mejías, M., & Li, Q., 2021. Proposal of the task-based approach in standard Chinese textbooks. Suggestions from localized didactic materials. Sinología Hispánica, China Studies Review, 13 (2): 145-168.
Zhan, H, & Cheng, H. J., 2014. The role of technology in teaching and learning Chinese characters. International Journal of Technology in Teaching and Learning, 10(2): 147-162.
Publicado
Versiones
- 2026-01-22 (3)
- 2024-07-15 (2)
- 2024-07-07 (1)
Cómo citar
Número
Sección
Licencia
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Sinologia Hispanica. China Studies Review considers all manuscripts on the strict condition that
- The authors grant on a nonexclusive basis the exploitation rights (reproduction, distribution, public communication and transformation) of the work accepted for publication to the University of León. The authors can establish, on their own, additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, placing it in an institutional repository or publishing it in a book), always acknowledging the initial publication in this journal.
- The manuscript is your own original work, and does not duplicate any other previously published work, including your own previously published work.
- The manuscript is not currently under consideration or peer review or accepted for publication or in press or published elsewhere.
- The manuscript contains nothing that is abusive, defamatory, libellous, obscene, fraudulent, or illegal.
- Please note that Sinologia Hispanica uses Turnitin software to screen manuscripts for unoriginal material. By submitting your manuscript to Sinologia Hispanica you are agreeing to any necessary originality checks your manuscript may have to undergo during the peer-review and production processes. Any author who fails to adhere to the above conditions will be rejected.
- Authors are allowed and encouraged to electronically disseminate the pre-print versions (version before being evaluated) and / or post-print (version evaluated and accepted for publication) of their works before publication, since it favors their circulation and earlier dissemination and with it a possible increase in its citation and scope among the academic community.
Sinologia Hispanica is under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You can read more about this license in versión informativa and texto legal.
