Publication: Los numerales del español y su enseñanza a estudiantes chinos de ELE: estudio contrastivo, análisis de errores y propuesta didáctica
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2021-06-30
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Universidad Complutense de Madrid
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Abstract
Los numerales se usan ampliamente tanto en la vida cotidiana como en el campo científico, pero los estudiantes universitarios chinos de ELE suelen cometer errores al aprender los numerales del español. Sin embargo, no es abundante la investigación de los numerales del español ni su enseñanza. De esta manera, nos anima a hacer una investigación al respecto. Esta tesis tiene como objetivo investigar las diferencias y similitudes entre los numerales del español y los del chino, analizar los errores que cometen y hacer propuestas didácticas para mejorar el proceso enseñanza-aprendizaje de los numerales. Para llevar a cabo esta investigación, primero describimos las características gramaticales de los numerales del español y los del chino. Después, recurrimos al análisis contrastivo para investigar cuáles son las diferencias y las similitudes entre los numerales de ambas lenguas. Basado en el resultado del análisis, predecimos posibles dificultades y errores de los alumnos chinos en el proceso de aprendizaje. Luego, hacemos un análisis de errores con un corpus recogido entre los 58 alumnos universitarios chinos de nivel B2 y superiores. A través del análisis, hacemos un resumen de los errores principales que detectamos en el corpus. Con el resultado del estudio contrastivo y análisis de errores, planteamos unas propuestas para mejorar el proceso enseñanza-aprendizaje de los numerales del español...
Numerals are widely used both in everyday life and in the scientific field, but ELE students of Chinese universities often make mistakes when learning Spanish numerals. However, research on Spanish numerals and their teaching is not abundant. In this way, we were encouraged to do some research on it. This thesis aims to investigate the differences and similarities between Spanish and Chinese numerals, analyze the errors they make and make didactic proposals to improve the teaching-learning process of numerals. To carry out this research, we first describe the grammatical characteristics of the Spanish and Chinese numerals. Then we turn to contrastive analysis to investigate the differences and similarities between the numerals of both languages. Based on the result of the analysis, we predict possible difficulties and errors of Chinese students in the learning process. Then, we do an error analysis with a corpus collected among 58 Chinese university students of B2 level and above. Through the analysis, we make a summary of the main errors that we detect in the corpus. With the result of the contrastive study and analysis of errors, we propose some proposals to improve the teaching-learning process of Spanish numerals...
Numerals are widely used both in everyday life and in the scientific field, but ELE students of Chinese universities often make mistakes when learning Spanish numerals. However, research on Spanish numerals and their teaching is not abundant. In this way, we were encouraged to do some research on it. This thesis aims to investigate the differences and similarities between Spanish and Chinese numerals, analyze the errors they make and make didactic proposals to improve the teaching-learning process of numerals. To carry out this research, we first describe the grammatical characteristics of the Spanish and Chinese numerals. Then we turn to contrastive analysis to investigate the differences and similarities between the numerals of both languages. Based on the result of the analysis, we predict possible difficulties and errors of Chinese students in the learning process. Then, we do an error analysis with a corpus collected among 58 Chinese university students of B2 level and above. Through the analysis, we make a summary of the main errors that we detect in the corpus. With the result of the contrastive study and analysis of errors, we propose some proposals to improve the teaching-learning process of Spanish numerals...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Filología, leída el 22-01-2021