Publication: Estrategias de aprendizaje de universitarios sinohablantes que aprenden español: diagnóstico a través de un estudio de caso
Authors
Ramón Armas, Ainhoa ; Cáceres Lorenzo, María Teresa
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Publisher
Universidad de Murcia, Editum
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En el contexto chino, el aprendiente sinohablante de lenguas extranjeras ha
sido tradicionalmente catalogado como un estudiante pasivo, poco
participativo, con escaso espíritu crític
o y con preponderancia de
aprendizaje memorístico
.
Nuestra investigación de estudio de caso de 403 estudiantes universitarios
chinos de Lengua Española y Cultura Hispánica de la Universidad de
Lenguas Extranjeras de Dalian (ubicada en la provincia de Liao
ning en el
norte de China), en la que se ha utilizado el cuestionario Strategy Inventory
for Language Learning (SILL) de Oxford (1990); pretende analizar cómo
aprende español el alumnado chino. Los resultados obtenidos, confirman
que el alumnado encuestado
no responde a los mencionados estereotipos y
nos dibujan un perfil de alumno homogéneo. Esta investigación quiere ser
un diagnóstico del aprendiz chino a través de un estudio de casos que
contribuya en el proceso de enseñanza/aprendizaje de ELE
In the Chinese context, the Chinese foreign language learner has tradit ionally been classified as a passive student, not actively participating, with a low critical spirit and a tendency to memorize by rote. Our case study research of 403 Chinese college students studying a degree in Spanish language and Hispanic Culture at Dallan Foreign Language University (Liaoning Province, northern China) aims to analyze how Chinese students learn Spanish using the questionnaire 'Strategy Inventory for Language Learning' (SILL; Oxford, 1990). The results obtained confirm that the survey ed students do not respond to the aforementioned stereotypes and instead draw us a fairly homogeneous student profile. The research aims to offer an analysis of the Chinese learner through a case study that contributes to the teaching/learning process of E LE
In the Chinese context, the Chinese foreign language learner has tradit ionally been classified as a passive student, not actively participating, with a low critical spirit and a tendency to memorize by rote. Our case study research of 403 Chinese college students studying a degree in Spanish language and Hispanic Culture at Dallan Foreign Language University (Liaoning Province, northern China) aims to analyze how Chinese students learn Spanish using the questionnaire 'Strategy Inventory for Language Learning' (SILL; Oxford, 1990). The results obtained confirm that the survey ed students do not respond to the aforementioned stereotypes and instead draw us a fairly homogeneous student profile. The research aims to offer an analysis of the Chinese learner through a case study that contributes to the teaching/learning process of E LE
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