The application of cognitive linguistics to TCFL: 白 (bai) and 把 (ba) as a case study
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This document discusses applying cognitive linguistics to teaching Chinese as a foreign language, using the words "白" and "把" as case studies. It outlines how cognitive linguistics views categories as complex networks rather than rigid definitions, and how this perspective can help Chinese learners understand polysemy and metaphorical extensions. The document presents cognitive maps of the categories for "白" and "把" to illustrate their complex, interconnected meanings. A pilot study was conducted using learning activities at different stages to evaluate this cognitive linguistics approach. The presenters conclude that this framework can enhance learning Chinese grammar by making the relationships between forms and meanings more apparent.
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Boosting students’ acquisition of sociocultural competences in the foreign language classroom, such as those associated with colours, raises their awareness of cultural aspects behind words and improves their performance when communicating in intercultural contexts.
Enseñanza del lenguas extranjeras en niveles basicos
Durante siglos, la enseñanza y aprendizaje de idiomas extranjeros ha sido un objetivo importante para profesores, educadores, políticos, entre otros, pero los enfoques y métodos de enseñanza son recientes. Sin embargo no existe un método 100 % eficaz y único en el mundo, todos y cada uno de estos siempre es remplazado por otro, a su vez, han sido substituidos por métodos más modernos. Del mismo modo, tarde o temprano, los actualmente vigentes evolucionarán, serán modificados o serán reemplazados por otros.
Las razones por el interés por la enseñanza de lenguas han sido básicamente de índole comercial, cultural o simplemente, de carácter político. La aplicación de diferentes enfoques y métodos a través de la historia con sus sucesivas transformaciones se ha debido a nuevas necesidades del momento y cambiantes intereses sociales y personales de los estudiantes. Los hechos que se repiten, métodos que se suponen actuales encuentran huellas de su aplicación en tiempos remotos; ideas y actitudes modernas sobre el tema ya han sido expresadas y propuestas en el pasado reciente y lejano.
Métodos de enseñanza
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Metodos y enfoques sep 17 2012 imprimir
Este documento analiza las contribuciones de la psicología a los principales métodos de enseñanza de idiomas a lo largo de la historia. Examina el método de gramática-traducción, el método directo y el método audio-lingual, destacando las teorías de aprendizaje en las que se basan, como la teoría de asociación de Thorndike y el conductismo de Skinner. Concluye que aunque estos métodos se basaron en concepciones limitadas de la psicología en su época, ayudaron a establecer
Presentation of my Master's Thesis
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Método natural (1)
El Método Natural se centra en la adquisición natural del lenguaje a través de la comunicación en el aula en lugar del estudio gramatical consciente. Proporciona entrada comprensible al estudiante y les permite hablar cuando estén listos, avanzando desde la participación no verbal hasta el juego de roles. El profesor genera entrada rica y crea un ambiente que estimula el aprendizaje.
METODOLOGIA DE LA ENSEÑANZA DE LAS LENGUAS EXTRANJERAS
Presentación acerca de los diferentes enfoque de enseñanza de las lenguas extranjeras y caracterísiticas de los métodos utilizados.
Langacker's cognitive grammar
Cognitive grammar is a cognitive linguistic theory developed by Ronald Langacker that views grammar as symbolic structures pairing semantic and phonological representations. It considers the basic units of language to be conventional pairings of semantic and phonological structures. Like construction grammar, cognitive grammar views grammar as extending to the entire language. Langacker developed the theory in his two volume work Foundations of Cognitive Grammar. He assumes linguistic structures are motivated by general cognitive processes and draws on principles of gestalt psychology.
Suggestopedia
La sugestopedia es un método educativo creado por Georgi Lozanov que busca crear un ambiente positivo y relajado para facilitar el aprendizaje. Utiliza técnicas como música clásica, cuentos, juegos y videos para introducir nueva información de manera asimilativa antes que analítica, aprovechando la memoria a corto y largo plazo. El docente adopta un enfoque positivo donde los errores son parte natural del proceso de aprendizaje.
Natural approach merits and demerits
The natural approach is a language teaching method based on how people acquire first and second languages naturally. It focuses on developing basic communication skills through meaningful interactions in the target language. Benefits include students interacting at their own level without being forced to respond immediately. However, critics argue it ignores essential course design factors and simply borrows techniques from other methods without unique methods of its own.
El Metodo Natural en la enseñanza del Idioma Inglés
El Método Natural es el mejor enfoque para enseñar inglés a niños pequeños, ya que se basa en cómo los humanos adquieren naturalmente su lengua materna. Este método involucra tres etapas clave: la pre-lingüística (6 meses a 2 años), la lingüística (2 a 8 años) y la post-lingüística (8 años en adelante). El Método Natural crea un ambiente relajado para que los niños aprendan inglés de forma inconsciente a través de la práctica constante y actividades
Suggestopedia
La sugestopedia es un método humanístico desarrollado en los años 70 para la enseñanza de segundas lenguas. Se basa en principios de sugestión para reducir el estrés y crear un ambiente relajado que facilite el aprendizaje. El profesor crea este entorno positivo usando música, iluminación y movimiento mientras enseña de forma no analítica con énfasis en la participación y el significado emocional.
Cll community language learning
1. Community Language Learning (CLL) was developed by Charles Curran and applies counseling techniques to language learning. It redefines teacher and learner roles and takes a holistic view of learning.
2. CLL has no set syllabus but is topic-based, evolving based on learner messages. Activities include translation, group work, recording, transcription, analysis and reflection. Learners act as both clients receiving counseling and counselors for others.
3. The goal is near-native mastery through developing trust and security. Class procedure involves introducing oneself, explaining goals, conducting conversations, reflecting on feelings, and discussing grammar from recordings.
Revisión crítica de los métodos de enseñanza de
Revisión crítica de los métodos de enseñanza deUniversidad de Buenos Aires / Universidad Federal de Pelotas - Brasil
Este documento resume la evolución de los métodos de enseñanza de lenguas extranjeras, analizando factores como las teorías del aprendizaje y lingüísticas. Describe métodos como el de Gramática y Traducción, Directo y de base estructural como el Audiolingual y Situacional, explicando sus enfoques, diseños y procedimientos. También destaca la importancia del conocimiento histórico de los métodos para los profesores de lenguas.Expo método directo
Este documento resume el Método Directo para la enseñanza de lenguas extranjeras. Se basa en la idea de que el aprendizaje de una segunda lengua es similar al de la primera y enfatiza la interacción oral sin traducción. Sus características principales incluyen el uso exclusivo de la lengua meta, enseñanza inductiva y centrada en situaciones de la vida real, y desarrollo de las cuatro destrezas. Tiene ventajas como roles más activos para los estudiantes y enfoque en la cultura y práctica oral, pero
Community Language Learning ( CLL )
The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
Community language learning [ CLL ]
Community Language Learning (CLL) is a method for teaching language that uses the students' native language. The teacher acts as a counselor who translates between the native language and the target language. This creates a supportive relationship where students can express themselves freely in their native language at first. Over time, students build independence speaking in the target language through activities like translation, tape recording, reflection, and group work. CLL aims to reduce students' anxiety and help lower-level learners improve their speaking skills.
TEFL - The Audiolingual Method
The document discusses the Audiolingual Method, an approach to teaching foreign languages that was popular in the United States in the 1950s-1960s. It was based on behaviorist theory that language learning involves habit formation through repetition and reinforcement. Teachers modeled target language structures, which students practiced through drills with a focus on speaking and listening before reading and writing. While it aimed to make language learning more scientific, critics argued it lacked focus on communication and was boring for students. The decline of Audiolingualism coincided with the rise of theories prioritizing meaning over structure.
EvolucióN De Los Enfoques En La EnseñAnza De Las Lenguas
Evolución de los enfoques en la enseñanza de las lenguas relacionándolo con la evolución de las teorías del aprendizaje y las ciencias del lenguaje.
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Using meaningful interpretation and chunking to enhance memory the case of ch...
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Phonology of igbo morpho syntactic clitics
The International Institute for Science, Technology and Education (IISTE) Journals Call for paper http://www.iiste.org/Journals
The parts of speech problem
The document discusses different approaches to classifying words into parts of speech. There are four main approaches discussed: classical/logical-inflectional, functional, distributional, and complex. The classical approach uses word forms and inflections to classify words, while the functional approach considers meaning and use. The distributional approach focuses solely on word order and substitutability. The complex approach integrates semantic, formal, and functional criteria.
Introduction to Linguistics
Linguistics is the scientific study of language, including the study of grammar, syntax, phonetics, and specific branches like sociolinguistics and psycholinguistics. To speak a language natively means having unconscious knowledge of what is grammatically right or wrong in that language, which children acquire by age 5 without formal education by learning language similarly to how they learn to walk. Grammar refers to both the innate mental rules speakers have for combining sounds and words into sentences and assigning meaning, as well as linguistic theories that describe this competence.
The AWL Reorganized for Spanish-Speaking ELLs
The document discusses reorganizing the Academic Word List for Spanish-speaking English language learners. It describes the original Academic Word List, which contains 570 academic words arranged in frequency-based sublists. It also discusses how the list was constructed based on a corpus of academic texts. The presentation will examine how many of the Academic Word List words are cognates for Spanish speakers and the challenges in determining what constitutes a cognate. It will also discuss procedures for analyzing each word as a true, partial, or false cognate.
General linguistics 1
The document provides a broad overview of the field of linguistics, covering several topics including:
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IMPORTANCE OF LINGUISTICS IN ENGLISH LANGUAGE
The document discusses the importance of linguistics in understanding language and its role in language teaching. It provides a brief history of linguistics, covering early Indian linguistic theories, Panini's work on Sanskrit grammar, and influential Western linguists like de Saussure, Chomsky, and others. It describes the key areas of linguistics like phonetics, phonology, morphology, syntax and their importance in understanding language. Finally, it discusses the relationship between linguistics and language teaching, and how knowledge of linguistics can help teachers be more effective.
The Ekegusii Determiner Phrase Analysis in the Minimalist Program
Among some of the recent syntactic developments, the noun phrase has been reanalyzed
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phrase (DP) with an inquiry into the relationship between agreement of the INFL
(sentence) and concord in the noun phrase (determiner phrase). It hypothesizes that
the Ekegusii sentential Agreement has a symmetrical relationship with the Ekegusii
Determiner Phrase internal concord and feature checking theory and full
interpretation (FI) in the Minimalist Program is adequate in the analysis of the
internal structure of the Ekegusii DP. In employing the Minimalist Program (MP),
the study shall first seek to establish the domain of the NP in the Ekegusii DP and
go ahead to do an investigation into the adequacy of the Minimalist Program in
analyzing the Ekegusii DP. This study is also geared towards establishing the order
of determiners in the DP between the D-head and the NP complement. The study
concludes that the principles of feature checking and full interpretation in the
minimalist program are mutually crucial in ensuring that Ekegusii constructions (DP
and even the sentence) are grammatical (converge). This emphasizes the fact that
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SYSTEMIC FUNCTIONAL LINGUISTICS: LANGUAGE STRATAFICATION
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Contrastive Analysis & Errors Analysis
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A Contrastive Analysis of Urdu and English deixis.
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Language description4
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Language description4
This document discusses different approaches to language description and analysis throughout history. It begins by explaining that language description breaks down a language system to describe grammar and generate sentences. Next, it outlines some traditional and modern approaches, including structural linguistics, transformational generative grammar, and language variation analysis. Finally, it discusses how language variation analysis led to the development of English for Specific Purposes based on identifying language features associated with specific contexts.
Language description4
This document discusses different approaches to language description and analysis throughout history. It describes traditional grammar, structural linguistics, transformational generative grammar, and language variation and register analysis. Transformational generative grammar argued that structural descriptions were too superficial because they only described surface structure and not deeper relationships of meaning. The concept of language variation led to the development of English for Specific Purposes, which analyzed registers of language associated with specific contexts such as fields of knowledge.
Discourse analysis by gillian brown & george yule
This document introduces the concepts of transactional and interactional functions of language. Transactional functions involve the expression of "content", aiming to communicate information. Interactional functions involve expressing social relations and personal attitudes. The distinction corresponds to other dichotomies in linguistics such as referential/emotive and ideational/interpersonal. While language often serves multiple functions simultaneously, the introduction focuses on distinguishing these major functions for analytic purposes. It also notes that most linguists adopt a transactional view that language's primary function is communicating information, though it acknowledges language also plays important interactional roles.
Discourse analysis-by-gillian-brown-george-yule
This document introduces the concepts of transactional and interactional functions of language. Transactional functions involve the expression of "content", aiming to communicate information. Interactional functions involve expressing social relations and personal attitudes. The distinction corresponds to other dichotomies in linguistics such as referential/emotive and ideational/interpersonal. While language often serves multiple functions simultaneously, this distinction provides an analytic framework. The document notes that most linguists see the primary function as the transactional communication of information, though other views emphasize the social aspects of language use.
Testing Recursion in Child English (and Explaining the Concept to .docx
Testing Recursion in Child English (and Explaining the Concept to Non-linguists)
Barbara Zurer
Tom Roeper
University of Massachusetts Amherst
Anca Sevcenco
University of Bucharest
This presentation has two goals: 1) reporting an experiment on children’s acquisition of recursion in specific syntactic constructions, and 2) using an extended debriefing to explain the concept of recursion in language to the participants (and/or their parents).
Despite the importance of recursion for syntactic creativity (Hauser et al., 2002), surprisingly little is understood about its language-particular manifestations and how they are acquired (Roeper & Snyder, 2005). The universal recursive operation of Merge creates a variety of self-embedded structures (SES), such as possessive, prepositional (PP), sentential, etc. and their formal basis is unclear. Many SES share the computational property of Indirect Recursion (IR), i.e. they take their own output as input: XP=>X_YP, YP=>Y_XP (see Hinzen & Arsenijevic, 2012). Nonetheless, they are realized differently across languages and interact with other properties differently. In (1) and (2) are found sequences of English locative PPs and relative clauses (RC), respectively.
(1) A lion next to the crocodile next to the bear. (2) A lion that’s next to the crocodile that’s next to the bear. (3) The lion is next to the bear and the crocodile.
Both constructions admit two major interpretations: A non-hierarchal, “conjunctive” reading, with the lion between the crocodile and the bear as in (3) and a hierarchical, IR reading that puts the animals in the order lion-crocodile-bear. Both interpretations are always available, but a control group of adults showed a significant preference for IR (93%). A contrast between PP and RC is suggested by constraints on IR in Romanian. Although IR in both English and Romanian passes through the DP, the latter limits IR to prepositions with functional-category-marking (de) for PPs but not for RCs. The current study explores the acquisition path from ages 3-10 yrs and tests the hypothesis that one form of IR (PP or RC) triggers the other.
The study was carried out in a museum environment that showcases “research live,” i.e. combines actual data collection for hypothesis-testing with education about the hypotheses. Participants were 48 Englishspeaking children, who were asked to rearrange animals in an array on an iPad and then describe what they had done. They also repeated sentences with recursive PPs and RCs (as in [1] and [2]). Preliminary results show an increase from an average of 90% conjunctive interpretations in both comprehension and production among the 3-year-olds to an average of 85% IR-interpretations among the 9- and 10-year-olds. There was an observable, but not statistically significant difference favoring the RC over the PP condition for 5- and 9-yr-olds, and a tendency for some children to repeat PP items using RCs (cf. Pérez-Leroux et al., 2012 ...
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A Contrastive Analysis of Urdu and English deixis.
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¿Nuevos modelos, viejos esquemas? El chino y la didáctica de lenguas extranje...UAB - Universitat Autònoma de Barcelona
En los últimos años se ha impuesto un cambio de paradigma en la enseñanza y aprendizaje de idiomas en Europa, recogido en el Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. Este nuevo modelo no se ha circunscrito únicamente a las lenguas europeas para las que estaba inicialmente pensado, sino que se ha extendido a todos los idiomas que se estudian en el continente europeo, incluido el chino. La aplicación de este nuevo enfoque sin los necesarios ajustes a las especificidades del chino ha dado lugar a propuestas donde se hace patente la imposición de un modelo ajeno, ya que el objeto de estudio no aparece adecuadamente descrito e incluso se ve deformado. Aprovechando una coyuntura de cambio en el ámbito de la enseñanza de lenguas, y concretamente del chino, en España, en este trabajo nos proponemos cuestionar la aplicación de modelos que reproducen viejos esquemas y perpetúan mitos que deberían estar ya superados. Con este objetivo, hemos revisado las adaptaciones existentes de dicho marco al chino, tanto las realizadas desde China como desde España, para analizar cómo se ha llevado a cabo dicha adaptación y hemos detectado problemas de diversa índole: conceptuales, terminológicos, de aplicación, etc. A pesar de que desde nuestro punto de vista la filosofía del Marco es positiva y potencialmente beneficiosa también para el chino, se ha hecho patente que en este caso se ha aplicado con excesiva rigidez y dogmatismo y es necesario adaptar algunos aspectos para obtener un producto válido internacionalmente. Para concluir apuntamos algunas propuestas de mejora en este sentido. Orientalisme i Occidentalisme: dues forces subjacents en la construcció i la ...
Orientalisme i Occidentalisme: dues forces subjacents en la construcció i la ...UAB - Universitat Autònoma de Barcelona
Orientalisme i Occidentalisme:
dues forces subjacents en la construcció
i la imatge de la llengua xinesaClipflair: the use of captioning and revoicing for TCFL
Audiovisual materials have been used in foreign language teaching for a few years now and there is ample literature on the benefits of using such materials. At the same time, new technologies have entered the foreign language classroom in different forms, which help students acquire new competences and allow them to practice in a more autonomous way and in a more amusing environment.
In this paper we will present a new online pedagogical resource: Clipflair. This platform combines both audiovisual materials and new technologies in foreign language learning. It is designed to provide and develop educational materials for different levels and languages that have one trait in common: they all use clips and engage students in tasks of captioning or revoicing. Therefore, it goes one step forward in comparison with traditional activities involving audiovisual materials, where students use to practice more passive skills, mainly listening comprehension. Apart from passive skills, revoicing and captioning tasks put into play more productive ones, namely writing and speaking. In sum, this platform allows students to make different sorts of exercises to practice the four basic language skills as well as to focus on specific grammar and cultural issues.
Apart from presenting the platform and showing a couple of activities designed for Chinese language learners as an example, we will also analyze the first results obtained from the piloting stage of the project. These data prove that students find this tool very useful not just in terms of actual learning results but also in terms of motivation.
La traducción de la literatura femenina china y la construcción cultural de g...
La traducción de la literatura femenina china y la construcción cultural de g...UAB - Universitat Autònoma de Barcelona
La literatura femenina en lengua china y su traducción es un campo de análisis idóneo para estudiar la construcción de la identidad de género como fenómeno intercultural. La creación literaria y la traducción son dos dimensiones vinculadas a la producción cultural. La literatura nos habla de personas, de sociedades, de cultura, etc. y la traducción nos puede acercar esas realidades socioculturales. El carácter intercultural de esta doble manifestación nos permite realizar un análisis bidimensional para abarcar tanto el contexto de creación como el de la recepción. La interrelación de ambos requiere un acercamiento y una metodología multidisciplinares.
La presente comunicación trata de determinar el contexto de recepción, centrado especialmente en aquellos factores extratextuales que rodean la traducción, para posteriormente, establecer las obras más relevantes en relación con el estudio de la construcción de género en la literatura de la sociedad contemporánea china, es decir, en el contexto de creación.
En primer lugar, se presentará un panorama de las obras de ficción escritas por mujeres en lengua china que se han traducido a alguna de las lenguas del Estado español, identificando las variables que han determinado la elección y traducción de las mismas. En segundo lugar, se analizarán algunas de las obras que mejor nos permite comprender el fenómeno de la construcción social de la identidad de género y su evolución en la sociedad china.
El papel de los paratextos en la construcción de la imagen e identidad del ot...
El papel de los paratextos en la construcción de la imagen e identidad del ot...UAB - Universitat Autònoma de Barcelona
En esta ponència llevaré a cabo un análisis crítico de la ética implícita detrás de los proyectos de traducción del chino en nuestro país. A partir de un corpus exhaustivo de textos de literatura china moderna y contemporánea compuesto tant por originales como traducciones directas e indirectas al castellano y catalán, presentaré un análisis diacrónico de las tendencias y haré visibles aquellas decisiones en cada uno de los diferentes estadios del proceso de traducción (desde la selección de la obra hasta la selección de la imagen de la portada o las estrategias de lanzamiento de la obra al mercado) que ponen de manifesto una determinada ética intercultural que hay detrás de todo proyecto. Este estudio quiere demostrar no solo la visibilidad y el importante papel del traductor como mediador entre culturas, sino también el hecho de que la responsabilidad última de la imagen transmitida o construida del otro chino en España es del editor, en función de la actitud y las diferentes decisiones que toma a lo largo de todo el proceso de introducción de la obra al mercado.La lingüística no tiene quien le escriba ó 10 años de soledad
La lingüística no tiene quien le escriba ó 10 años de soledadUAB - Universitat Autònoma de Barcelona
Esta ponencia propone hacer un repaso de las dificultades que entraña la investigación en lingüística china en nuestro país a través de la experiencia de la propia autora a lo largo de los últimos diez años. Su trayectoria personal es el punto de partida para analizar diferentes aspectos relacionados con la investigación, tanto pre- como post-doctoral. Empezando por la búsqueda de bibliografía y terminando por la publicación de los resultados el camino se muestra plagado de obstáculos. Dada su importancia actual en el mundo académico la autora se cuestiona varios aspectos relacionados con la difusión de los resultados de investigación. En este sentido, también propone una serie de revistas que a su entender deberían figurar en las listas que sirven para la evaluación externa de la actividad investigadora del profesorado. En definitiva, nos ofrece una mirada panorámica que recoge lo negativo de la situación actual pero también aquellos aspectos que son motivo de esperanza.Propuesta para un estándar de subtitulación en chino
Actualmente, la mayoría de países occidentales disponen de estándares de subtitulación y existe también cierto consenso global sobre los principales parámetros de subtitulación. Sin embargo, en el caso del chino ni hay estándares oficiales ni estudios empíricos que justifiquen las prácticas actuales. Con el fin de contribuir a establecer estándares de subtitulación en chino, se han llevado a cabo dos experimentos, cuyos resultados se presentaran en esta comunicación.
El estudio se ha dividido en varias fases. En la primera se distribuyó un cuestionario en línea entre hablantes nativos de chino para determinar sus preferencias sobre las variables de fuente, color y tamaño de los caracteres tanto en la ortografía tradicional como la simplificada. Los estímulos consistieron en una captura de pantalla de un vídeo subtitulado con 4 tipos distintos de tipografía, dos colores (blanco y amarillo) y dos tamaños (12 y 14). Los resultados muestran preferencias claras tanto por lo que concierne a la fuente, al tamaño y al color, independientemente de la ortografía empleada (simplificado o tradicional) y del origen geográfico de los informantes. En la segunda fase, se realizó un experimento con eye-tracker para determinar el tamaño óptimo de los caracteres en la relación entre máxima transmisión de carga informativa y máximo disfrute de la imagen. De este modo, se han podido combinar los datos subjetivos de preferencias por parte de los participantes con los datos objetivos de retención informativa, lo cual permite llegar a los primeros resultados concluyentes por lo que al tamaño óptimo de los subtítulos en chino se refiere.
Estos resultados son una aportación muy valiosa para poder establecer una base a partir de la cual proseguir con los experimentos con subtítulos chinos que contribuyan a fijar unos estándares de subtitulación. Además, los resultados no solo son innovadores por la metodología empleada, sino que también pueden ser objeto de transferencia de conocimiento a la sociedad, ya que no solo serán útiles para la industria audiovisual de los territorios de habla china que podrán sacarle un beneficio directo, sino también lo serán para la comunidad científica internacional, ya que la población china está presente en todos los países de nuestro entorno.
Lengua china para traductores
Dentro del campo de la pedagogía china las contribuciones tratan a menudo sobre la enseñanza de la lengua extranjera para fines específicos, por ejemplo, el chino comercial. Sin embargo, no se ha publicado aún ningún trabajo teórico que trate específicamente sobre la enseñanza del chino para traductores. A pesar de que muchos estudiantes graduados en Estudios de Asia Oriental acabarán trabajando de traductores, raramente han recibido una formación teórica o práctica en traducción, por lo que seguramente no estarán lo suficientemente preparados para realizar una actividad de este tipo.
En esta presentación expondremos brevemente qué características distinguen la enseñanza del chino para traductores de otros enfoques no específicos, las cuales se pueden resumir en: tratamiento desigual de las cuatro competencias lingüísticas básicas, necesidad de un dominio previo de las estructuras léxicas y morfológicas de la lengua extranjera, una aproximación textual a la lengua y el desarrollo de competencias complementarias.
Los objetivos principales de la enseñanza de la lengua extranjera para traductores son: desarrollar la comprensión lectora y de escritura de los alumnos, desarrollar la competencia de comprensión y expresión oral, desarrollar y consolidar los conocimientos lingüísticos, enfatizar la contrastividad, aumentar los conocimientos socioculturales, desarrollar la sensibilidad hacia la traducción y familiarizarse con el uso de los materiales de referencia.
A pesar de que el fin de la enseñanza del chino para traductores es formar a los estudiantes como traductores profesionales, estamos convencidos de que este enfoque tiene muchas ventajas, por lo que si se adopta en otros contextos de la enseñanza del chino como lengua extranjera proporcionará nuevas herramientas de aprendizaje ausentes en otros enfoques. Ello puede contribuir a una formación más holística de los estudiantes, de modo que eventualmente estén también mejor preparados para dedicarse profesionalmente a la traducción.
The Cognitive Perspective in Teaching Chinese measure words
Our starting point in this paper is that the traditional approach used for the teaching of Chinese measure words is misleading and has failed to achieve the goals of teaching, since the mastering of Chinese measure words is felt to be a difficult aspect of Chinese grammar for both teachers and students. This sense of difficulty is due to a variety of factors.
First, members within a given category of a Chinese measure word seem to have little or no connection among them, since for most categories there are almost no explanations for their semantic motivation. Second, we too often forget that this Chinese system of linguistic classification is a flexible one, and poses many questions to the traditional view, which promotes the idea of one-to-one concordance, i.e. each noun has its own classifier. And last, but not least, when carrying out a contrastive study, we often conclude that measure words cannot be translated, but it does not matter, since “they bear no meaning”.
Following the work of Tai & Wang (1990) on a study of the classifier tiao, an increasing number of papers concerning the subject of Chinese measure words and human categorization have been published. This recent research is based on the principles of cognitive linguistics and concludes that Chinese measure words are not an arbitrary linguistic device, but represent an interesting type of human categorization which needs further study. We believe that the new approach provided by cognitive linguistics is optimal for solving most problems and difficulties concerning the teaching and learning of Chinese measure words., i.e. consistency of categories, concordance, classification, translation, their discursive and pragmatic role, etc.
Chinese linguistics in Spain: historical and institutional overview
Chinese linguistics in Spain: historical and institutional overview UAB - Universitat Autònoma de Barcelona
From its beginnings in the 16th century up to the 18th century, the study of Chinese linguistics in Spain was almost exclusively in the hands of missionaries, who made an important contribution both in quantitative and qualitative terms. Spanish Franciscan and Dominican missionaries were the first to study the language, ideas, customs and history of China in order to better understand the Chinese and thus more easily convert them to Christianity. Although their work was of more political rather than cultural importance and was mainly addressed to the Church and the monarchy, it was thanks to these Spanish priests that Europe came to learn about China. However, with the expulsion of missionaries from China in the 18th century and the decline of colonial power in the late 19th century, Spain turned its back on Asia.
Since the late 1950s, and in particular since 1973, when diplomatic relations between China and Spain were resumed, Spanish sinologists and Chinese hispanists have had to work under very difficult conditions. The literature on Chinese Linguistics in Spain comprises publications in a number of different fields but as distinct from the United States or other European countries, there is no long-established tradition of Chinese Studies in Spain. It is therefore paradoxical that Spaniards, who were pioneers both in the systematic study of the Chinese language and its dissemination in Europe, are no longer to be found at the forefront of the field.
Over the past decade, several initiatives have been taken regarding post-graduate courses in East Asian Studies or Translation and Interpreting from Chinese into Spanish, but these aim largely at training students for the professional workplace rather than for academic pursuits. Therefore, we should not expect a substantial increase in academic research output related to Chinese linguistics in the short run. It is to be hoped, however, that the steady increase in East Asian Studies courses on offer in universities in Spain will stimulate research in Chinese linguistics in the medium term.
By means of a thorough literature review and sharing the author’s personal experience this communication will provide a historical and institutional overview of Chinese linguistics in Spain, starting with the pioneer sinologists of the 16th century, followed by the advent and evolution of Chinese Studies since the late 1970’s both as a field of research and as a choice at tertiary institutions, and concluding with a summary of current scholarship and future perspectives.
La didáctica de los colores en la enseñanza del chino para traductores
La didáctica de los colores en la enseñanza del chino para traductoresUAB - Universitat Autònoma de Barcelona
Una de las características de la didáctica de lenguas para traductores e intérpretes es el especial énfasis que hay que poner desde el primer estadio de aprendizaje en el desarrollo de la competencia sociocultural y la sensibilidad hacia la actividad traductora. Los colores forman parte del vocabulario básico de toda lengua. A pesar de que al estudiante novel le puedan parecer universales y sin una carga cultural asociada, constituyen un ámbito que puede dar lugar a inequivalencias entre lenguas. En la combinación chino-español/catalán son notables las diferencias tanto a nivel lingüístico (morfología y coocurrencias), como cultural (referentes y simbología), por lo que consideramos que requieren un tratamiento específico en la clase de lengua.
El objetivo de esta comunicación es, por un lado, presentar un análisis de todos aquellos aspectos lingüísticos y culturales que se deberían tener en cuenta en la didáctica de los colores para los estudiantes de nuestro sistema universitario y, por el otro, hacer una propuesta concreta para su integración en las clases chino para traductores. Entre otras se incluirán actividades hechas a partir de clips de vídeo, ejemplos extraídos de obras literarias de uso en contexto y su traducción, y ejercicios de tipo contrastivo donde se trabajen aspectos léxicos y morfológicos.
La introducción de estos conocimientos en las clases de chino, hasta el momento ausentes en el currículum, mejorarán la competencia traductora de los estudiantes, en especial en el ámbito de la traducción literaria y audiovisual (particularmente relevante en el caso de la audiodescripción), la interpretación (mediación) así como la competencia sociocultural, necesaria en contextos interculturales que requieran un buen dominio de los conocimientos culturales, como los relacionados con el lenguaje no verbal o la etiqueta.
Indicadores de calidad de las revistas de Estudios de Asia Oriental y Traducc...
Indicadores de calidad de las revistas de Estudios de Asia Oriental y Traducc...UAB - Universitat Autònoma de Barcelona
El documento presenta los indicadores de calidad de las revistas de Estudios de Asia Oriental y Traducción e Interpretación. Describe los objetivos y contenido de los portales RETI-REAO, incluyendo una lista de revistas y una ficha de registro con estadísticas de uso desde enero de 2013 a marzo de 2014, con más de 2,500 sesiones y 18,000 páginas vistas desde 65 países. Agradece la atención y proporciona enlaces y contacto para más información.Guía de estilo para el uso de palabras de orígen chino en español
Guía de estilo para el uso de palabras de orígen chino en españolUAB - Universitat Autònoma de Barcelona
En los últimos años hemos sido testigos de un crecimiento notable de los contactos con China y de su peso en la sociedad española, no solo en el ámbito de la economía y de la política, sino también en cuanto a intercambios de carácter sociocultural. Este aumento de los intercambios y del interés por todo lo chino ha dado lugar a una mayor presencia de referentes chinos en los medios de comunicación, pero también en otros ámbitos donde hace una década eran poco frecuentes: escuelas, bibliotecas, museos, galerías de arte, asociaciones, etc. Estos cambios llevan asociados un creciente número de usuarios de términos procedentes del chino que ya no se circunscriben únicamente a profesionales de la lengua y de la comunicación como pueden ser periodistas, traductores, intérpretes o lingüistas, sino que también afectan a bibliotecarios, maestros, mediadores, jueces o médicos, entre otros.
Hasta el momento la introducción de palabras de origen chino se ha realizado sin un criterio bien establecido y sin demasiada coherencia, de modo que a menudo nos encontramos con una patente falta de homogeneización y numerosos errores. Todo ello pone de manifiesto la necesidad de ofrecer una herramienta que proponga pautas y soluciones holísticas, coherentes y sistemáticas a los ciudadanos que quieran hacer un uso correcto de las palabras de origen chino. Para paliar esta situación, esta ponencia se propone presentar una guía de estilo que pretende poner al alcance de los profesionales, las instituciones y el público en general una obra de referencia que establezca unos criterios claros y consensuados de cómo hay que tratar los términos y referentes chinos en un texto en español para contribuir a estandarizar su uso.
La enseñanza del chino en la UAB: repaso histórico y situación actual
La enseñanza del chino en la UAB: repaso histórico y situación actualUAB - Universitat Autònoma de Barcelona
Este documento resume la historia y situación actual de la enseñanza del chino en la Universidad Autónoma de Barcelona (UAB). Se ofrece la enseñanza del chino desde 1972 y se ha ido expandiendo la oferta a través de los años en grados, posgrados, y programas de intercambio. La investigación sobre el chino también ha crecido, incluyendo tesis doctorales, trabajos de investigación, y memorias de traducción. En el futuro, la UAB busca consolidar su oferta de chino y satisfacer la demanda creciente de profesionalLes notes del traductor i la construcció de la imatge de l'altre: el cas xinè...
Les notes del traductor i la construcció de la imatge de l'altre: el cas xinè...UAB - Universitat Autònoma de Barcelona
Aquest treball parteix de l’etern debat dins dels estudis de traducció i entre els mateixos lectors sobre la conveniència o no que les traduccions d’obres literàries disposin de notes del traductor a peu de pàgina. Hem observat que hi ha traductors que recorren sovint a les notes i d’altres que en prescindeixen sistemàticament. L’argument principal dels detractors d’aquest tipus de notes és de caire literari, és a dir, per la convicció que un text literari ha de funcionar per sí sol i que les notes distreuen l’atenció del lector. Això no obstant, nosaltres pensem que en el rerefons d’aquestes decisions hi ha una determinada manera d’aproximar-se a l’altre, que ve donada per elements culturals i que reflecteix relacions de poder asimètriques, és a dir, que la no inclusió d’aquest tipus de notes es deu a més factors que els estrictament literaris i que aquesta decisió respon a una determinada actitud del traductor (i/o editor) no només vers l’activitat traductora, sinó també vers l’altre. La nostra hipòtesi es, doncs, que la intervenció del traductor en el text meta, tant incloent-hi notes com prescindint-ne, respon a una voluntat explícita del traductor de fer visible l’altre divers (ètica de la diferència) o d’invisibilitzar-lo (ètica de la igualtat), per usar els termes encunyats per Venuti (1998), i contribueix a construir una determinada imatge dels xinesos. Per tal d’analitzar aquestes possibles diferències i el paper del traductor en tot aquest procés, treballarem amb tres traduccions (catalana, castellana i anglesa) d’una mateixa obra xinesa (Beijing wawa de Chun Sue) i posarem especial atenció a les notes dels traductors, que mirarem de categoritzar d’acord amb la classificació feta per Peña y Hernández Guerrero (1994), per tal de determinar la seva naturalesa i grau de participació en la construcció aliena de la identitat xinesa.More from UAB - Universitat Autònoma de Barcelona (20)
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¿Nuevos modelos, viejos esquemas? El chino y la didáctica de lenguas extranje...
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What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The application of cognitive linguistics to TCFL: 白 (bai) and 把 (ba) as a case study
- 1. The application of cognitive linguistics to TCFL: 白 and 把 as a case study Sara Rovira-Esteva & Helena Casas-Tost Departament of Translation and Interpreting, CERAO Autonomous University of Barcelona The First International Conference on Teaching Chinese as a Foreign Language Hong Kong, December 4-6, 2013
- 2. Introduction — Aim: CL as a new approach towards teaching lexical and grammar categories in Chinese taking 白and 把 as case study. — Motivation: — Chinese and Spanish present remarkable differences at both the linguistic and the cultural levels — Current teaching methods tend to adopt a traditional approach to the teaching of lexical and grammar categories 1. Classical approach to categorisation 2. Lexical items are monosemic (only prototypes are taught) 3. One-to-one equivalent 4. Neglect of metaphorical competence and uses 2
- 3. Cognitive linguistics — Polysemy is the norm — Prototype model of category structure — prototypes — natural extension members — metaphorical extension members — fuzzy boundaries between categories (continuum) — Principle of family resemblance — Importance of figurative thought (metaphor and methonomy) — Categories are complex structures of interconnected knowledge, i.e. they are motivated — Categorisation varies across cultures 3
- 4. Cognitive linguistics and FLT — Big number of contributions (focusing in TEFL): — Achard & Niemeier (2004), Kristiansen, Achard, Dirven & Rui de Mendoza (2006), Ellis & Robinson (2008), Holme (2009), Littlemore & Juchem-Grundmann (2010), De Knop, Boers & De Rycker (2010), etc. — Theoretical model of particular benefit to L2 learners: — Makes them focus their attention on given lexicalization or grammaticalization patterns. — Facilitates retention of unfamiliar figurative extensions. — Helps them to face certain challenges mapping the differences between their L1 and the L2. 4
- 5. Cognitive linguistics and Chinese (see handout for full references) — Adverbs (Liu 2007) — Anaphora (Gao 2003) — Aspectual particle (Wang 2002; Yu 2007) — Discourse markers and topic-comment constructions (Li 2012; Chu 1993) — Double object constructions (Xu 2004) — Effect of spatial dimension on the comprehension of event-state (An 2007) — Fictive motions in spatial stionary location expressions (Yao 2007) — Idioms (Zhang 2003) — Measure words (Tai 1994; Shi 1996; Rovira-Esteva 2003; Zong 2012) — Metaphorical orientation of time (Yu 2012) — Negative constructions (Zhu 2007; Zhang & Yan 2011) — Nominal phrases (Zhang 1998) — Prepositions: 从、由 (Chen, 2007), 把 (Chen 2007) ,由、 (Wang 2007) — Space metaphors and expressions (Lan 1999, Wu 2004) — Verbs (Wang 2002, Yin 2012, Wang 2007, Yao 2007, Sun 2007; Wei 2007) — Universal quantification feature of co-ordinate structure (Zhu & Jiang 2007) 5
- 6. Cognitive linguistics and Chinese pedagogy — Findings from research into TCFL? — Bridging Language and Culture: A Cognitive Approach to the Study of Chinese Compounds (Liu 1992) — Classifying Units of Meaning: Using Prototype Theory to Understand Polysyllabic Morphemes (Myers 1995) — Converb Construction (Chief 2011) — Lexicalisation of directional verbs (Dong 2012) — Measure words (Shi 1996; Rovira 2004, 2007) — Saliency Mapping of Figure and Ground of Motion (Chu 2011) 6
- 7. 白 and 把 as case studies — 白 — High frequency word — Very productive in word formation — Complex category with outstanding differences across languages as far as extensions is concerned — Assumes different grammar functions — 把 — Its use as a measure word is a result of a grammaticalisation process — Complex category (highly polysemic) — Can be used both as a noun measure and a verbal measure — Can collocate with concrete and abstract nouns 7
- 8. Cognitive map of the category 白 8
- 9. Cognitive map of the category 白 9
- 10. The category白 and its extensions 10 MEANING ACCORDING 现代汉语词典 TYPE OF EXTENSION Colour (of snow, frost, milk, etc.) (白色) Central member Bright, brightness (明亮) Natural extensionWhite race (白种人) Disdain, dissatisfaction (轻视，不满) Empty, plain (空白， 没有加上什么东西) Metaphorical extension Reactionary (反动) Pure, clean (person) (清洁) Frank, sincere (坦白) Vain (徒然) Free (without cost) (无代价) Outstanding (显著) Vernacular language (白话) Dialect (方言) Orthographic or pronunciation mistake (白字) Clear, obvious (明白，清楚) Legitimate, proper (合法的，正当的) Poor (卑贱，贫寒) Actor’s lines in traditional Chinese opera that are not sung, but spoken (戏 曲中只说不唱的台词，戏剧角色所说的话) To state, to report (陈述，表明) Mourning (丧事)
- 11. Cognitive map of the category 把 11 Prototype Natural extension Metaphorical extension Natural extension Metaphorical extension 把1 把2 把3 把4 把5 把6 把7 把8 一把壶 一把椅子 一把刀 一把钥匙 一把花儿 一把米 一把泥土 一把野火 一把怒火 一把眼泪 一把冷汗 一把鼻涕 一把年级 一把骨头 一把力气 一把哀叹 洗一把脸 拉一把 扶一把 推一把 帮一把 一把好手 一把巧手 一把能手
- 12. Pilot study — We designed some learning activities to use in different stages of the learning process. — Student-based retrospective micro-evaluation. 12
- 13. Concluding remarks — One of the main contributions that cognitive linguistics makes to second language learning and teaching is to suggest ways in which the relationships between grammatical expressions and their original lexical meanings can be made apparent in the language classroom to enhance learning and memorization. — This process encourages learners to explore the deeper meanings of grammatical items, and to think about why the target language 13
- 14. 14 Thank you for your attention! ！ Contact us at: Helena.Casas@uab.cat http://gent.uab.cat/helena_casas_tost/es Sara.Rovira@uab.cat http://www.fti.uab.es/srovira/personal http://grupsderecerca.uab.cat/txicc/es