Estrategias de aprendizaje de universitarios sinohablantes que aprenden español: diagnóstico a través de un estudio de caso

• Ainhoa Ramón Armas ^[2] ; María Teresa Cáceres Lorenzo ^[1]
  1. [1] Universidad de Las Palmas de Gran Canaria

     Universidad de Las Palmas de Gran Canaria

     Gran Canaria, España

     
  2. [2] Universidad de Lenguas Extranjeras de Dalian, China
• Localización: Tonos digital: revista de estudios filológicos, ISSN-e 1577-6921, Nº. 37, 2019
• Idioma: español
• Títulos paralelos:
  • Learning strategies of chinese college students studying spanish: case study
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    En el contexto chino, el aprendiente sinohablante de lenguas extranjeras ha sido tradicionalmente catalogado como un estudiante pasivo, poco participativo, con escaso espíritu crítico 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 Liaoning 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.

  • English

    n 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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