Comparative analysis of Spanish teaching methods between China and Spain
Keywords:
comparative analysis; teaching-learning methods.Abstract
With the development of China's reform and opening up to the outside world, cooperation and exchange between China and Spanish-speaking countries have become more and more frequent in politics, economy and culture. Thanks to the implementation of policies such as the Belt and Road initiative, relations between China and Spanish-speaking countries are closer than before. At the same time, many universities offer Spanish classes, this is due to the increased demand for graduates with advanced Spanish ability. The Spanish teaching model in China is improving. Many similarities and differences between the didactics of Spanish between China and Spain can be observed. This article intends to carry out a comparative analysis of Spanish teaching methods between China and Spain and a summary of the characteristics of the different models for the innovation and improvement of the teaching-learning methods.
Downloads
References
Bataller, M. Q. (2014). La especialidad de español como carrera universitaria en China. marcoELE. Revista de Didáctica Español Lengua Extranjera, (18): 1-12.
Burgues, A. S. (2018). El" feedback" en la clase de LE: revisión del error y propuesta para su tratamiento en el aula virtual. En Investigación e innovación en la enseñanza de ELE: Avances y desafíos (pp. 69-78). Edições Húmus.
Camacho, M. V. G. (2014). Sistema de enseñanza en el aula de ELE en China. RAEL: revista electrónica de lingüística aplicada, 13(1): 115-132.
Chen, S.Y., & Shen, Q. (2019). Exploring strategies for using situational teaching model to build a Spanish language classroom. Think Tank Era, (41): 189-190.
Domínguez García, N. (2019). Propuesta de diseño curricular para los Grados de Filología Hispánica en las universidades chinas: adaptación del método e integración de destrezas. Universidad de Salamanca.
Du, W. (2018). Música y canciones en la enseñanza de ELE en China y en España [Memoria para optar el grado de Doctor, Facultad de Filología. Universidad Complutense de Madrid].
Gui, M.Y. (2021). The practice and reflection of the "The Flipped Classroom" teaching model in Spanish reading classes. Modern Vocational Education, (06): 170-171.
Liu, L. (2020). La enseñanza de ELE en línea ante emergencia de salud pública. Estudio de caso: China. marco ELE. Revista de Didáctica Español Lengua Extranjera, (30): 1-15
Lu, J. (2010). A first look at using music to teach Spanish. China Electric Power Education, (22): 216-218.
Silva, V. A. D. (2021). Estrategias didácticas para la enseñanza remota de ele en tiempos de pandemia de COVID-19. Universidade Federal Do Ceará.
Yin, C. (2018). Experimenting with the use of Task-Based teaching methods in the teaching of Spanish. Journal of Changchun Normal University, 37(03): 195-196.
Zhang, K. (2002). The Integrated Approach in intensive Spanish reading classes. Journal of Beijing International Studies University, (03): 74-77.
Zhang, W.X. (2020). Exploring the reform of teaching methods for applied Spanish language talents. The World of Writers, (09): 25-27.
Zhen, Y., Jiménez Cruz, I., & Montejo Lorenzo, M. N. (2020). La enseñanza del español como lengua extranjera en China y el desarrollo del profesorado. Transformación, 16(1): 152-167.
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 LUZ
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
