Foreign language C for translators and interpreters 2 (Chinese)
Code: 101466Credits: 9
| Degree programme | Type | Course |
|---|---|---|
| Translation and Interpreting | OP | 4 |
Contact lecturer
- Name :
- Mireia Vargas Urpi
- Email :
- mireia.vargas@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
It is advisable to have acquired the knowledge and skills of the Second Language and Culture 1 (Chinese) module.
Objectives
The aim is to consolidate and expand the basic knowledge of the Chinese language and to reinforce the development of the four communicative skills. Upon completing this subject, students will be able to understand and use frequently used expressions and structures related to everyday situations and brief communicative exchanges in common contexts (for example, talking about daily routines and basic activities, tastes and preferences, the location of objects and people, or immediate plans). Students will be able to take part in simple interactions that require a direct and clear exchange of information, provided the interlocutor is cooperative and the speech is slow and articulate. As a guide, the level achieved corresponds to A1.2 of the CEFR.
Learning outcomes
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical, morphosyntactic, textual and linguistic variation related knowledge.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical and morphosyntactic basic knowledge.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical and morphosyntactic knowledge.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical, morphosyntactic and textual related knowledge.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to understand basic written expressions related to the immediate environment.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend information of short and simple written texts related to the immediate environment.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend written texts about general topics.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend verbal texts of a certain complexity about personal and general topics of well-known areas.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend a diverse typology of written texts about general topics of well-known areas.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend a diverse typology of written texts of a certain complexity about general topics from a wide variety of fields and registers.
- Comprehending the communicative purpose and sense of written texts of several fields: Comprehending information of short and simple written texts about subjects related to the immediate environment.
- Comprehending the communicative purpose and sense of written texts of several fields: Comprehending the essential information of written texts about general topics.
- Comprehending the communicative purpose and sense of written texts of several fields: Comprehending the communicative purpose and sense of written texts of a certain complexity about personal and general topics of well-known areas.
- Comprehending the communicative purpose and sense of written texts of several fields: Comprehending the communicative purpose and sense of a diverse typology of written texts about general topics of well-known areas.
- Comprehending the communicative purpose and sense of written texts of several fields: Comprehending the communicative purpose and sense of a diverse typology of written texts about general topics from a wide variety of fields and registers.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical, morphosyntactic, textual and linguistic variation related knowledge.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical and morphosyntactic knowledge.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical, morphosyntactic and textual related knowledge.
- Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies to use the basic graphic and lexical system in order to produce simple written expressions related to the immediate environment.
- Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce really short and simple written texts about topics related to the immediate environment.
- Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce written texts about topics related to the immediate environment.
- Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce written texts about general topics.
- Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce written texts of a certain complexity about personal and general topics of well-known areas.
- Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce a diverse typology of written texts of a certain complexity about general topics of well-known areas.
- Producing written texts that are appropriate to their context and possess linguistic correctness: Producing basic written expressions related to the immediate environment with linguistic correctness.
- Producing written texts that are appropriate to their context and possess linguistic correctness: Producing really short and simple texts about topics related to the immediate environment with linguistic correctness.
- Producing written texts that are appropriate to their context and possess linguistic correctness: Producing written texts about general topics that are appropriate to their context.
- Producing written texts that are appropriate to their context and possess linguistic correctness: Producing written texts of a certain complexity about personal and general topics from well-known areas and with specific communicative purposes, following standard modes of discourse.
- Producing written texts that are appropriate to their context and possess linguistic correctness: Producing a diverse typology of written texts about general topics of well-known areas with specific communicative purposes and following standard modes of discourse.
- Producing written texts from different fields and with specific communicative purposes: Producing simple academic texts, following standard models of discourse.
- Solving interferences between the working languages: Solving interferences from the language combination with a certain degree of control.
Contents
According to their typology, the contents can be grouped into:
Phonological and graphic:
- Pronunciation and distinction of phonemes, syllables and tones of Standard Chinese
- the pinyin transcription system and its spelling
- Basic principles of writing: identification of character structure, decomposition into its different components (radicals, semantic and phonetic parts), order, number and type of strokes and familiarisation with the most frequent phonetic and semantic components
- Recognition and handwritten and digital writing of previously covered characters plus 250 new high-frequency Chinese characters
- Simplified (recognition and production) and traditional (recognition) spelling
Communicative and sociocultural:
Mastery of basic vocabulary and the grammatical structures necessary to:
- Describe people and places with basic information
- Talk about daily routines and basic everyday activities
- Express likes, preferences and interests
- Ask for and give information about the location of objects and people
- Talk about immediate and future plans
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Supervision and revision of various kinds of exercises | 30 | 1.2 | |
| Lecture | 20 | 0.8 | |
| Autonomous practice of vocabulary and grammar | 70 | 2.8 | |
| Classroom practice | 25 | 1 | |
| Exercises for autonomous practice | 65 | 2.6 |
The time devoted to directed activities will be divided between lectures, where the teaching staff will explain new vocabulary, grammar, cultural aspects, etc., and classroom practice of the different language skills (oral comprehension, expression and interaction; reading and writing comprehension; grammar; vocabulary; culture and interculturality; etc.). This time will also provide a space for clarifying doubts of common interest.
During the supervised activity hours, exercises will be provided to practise the content covered in each lesson, as well as personalised tutorials to clarify specific queries.
The independent work is divided between the hours students will need to dedicate to studying and practising the vocabulary and grammar of each lesson, and the hours for independent practice exercises, a large proportion of which will be available on the Moodle platform in the form of self-correcting exercises.
Given the course content and structure, it is important that students attend classes regularly and it is essential that they dedicate time each week to studying new material, revising and doing exercises. It is assumed that students will undertake this commitment to be able to keep up with the pace of the course .
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Portfolio | 30% | 10 | 0.4 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31 |
| Mid-term exam | 30% | 2.5 | 0.1 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31 |
| Final exam | 40% | 2.5 | 0.1 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31 |
Continuous Assessment
Assessment is continuous throughout the subject. Students must provide evidence of their progress by completing various tasks and tests. Task and test deadlines will be indicated in the course schedule on the first day of class. The information on assessment activities and their weighting is a guide. The subject lecturer will provide full information when teaching begins.
Review
When publishing final grades prior to recording them on students' transcripts, the lecturer will provide written notification of a date and time for reviewing assessment activities. Students must arrange reviews in agreement with the lecturer.
Missed/failed assessment activities
Students may retake assessment activities they have failed or compensate for any they have missed, provided that those they have actually performed account for a minimum of 66.6% (two thirds) of the final grade for the subject and that they have a weighted average mark of at least 3.5. In case of retaking, the maximum grade will be 5 (Pass).
The lecturer will inform students in writing of the retake procedure involved when publishing final grades prior to recording them on transcripts. The lecturer may set one assignment per failed or missed assessment activity or a single assignment to cover a number of such activities. Under no circumstances may an assessment activity worth 100% of the final mark be retaken or compensated for.
Classification as "not assessable"
In the event that the assessment activities a student has performed account for 25% or less of the final grade for the subject, their work will be classified as "not assessable" on their transcript.
Misconduct in assessment activities
Students who engage in misconduct (plagiarism, copying, personation, etc.) in an assessment activity will receive a mark of “0” for the activity in question. In the case of misconduct in more than one assessment activity, the student involved will be given a final grade of “0” for the subject. Assessment activities in which irregularities have occurred (e.g. plagiarism, copying, impersonation) are excluded from retake.
Use of artificial intelligence
In this subject, the use of Artificial Intelligence (AI) technologies may or may not be permitted depending on the activity. The permitted and prohibited uses in each case will be detailed in the course introduction. Students must clearly identify which parts were generated using AI technologies, specify the tools used, and include a critical reflection on how these tools influenced the process and the final result of the activity. A lack of transparency regarding the use of AI in graded assignments will be considered a breach of academic integrity and may result in a partial or total penalty on the grade, or more severe sanctions in serious cases.
Single assessment
This subject may be assessed under the single assessment system in accordance with the terms established in the academic regulations of the UAB and the assessment criteria of the Faculty of Translation and Interpreting.
Students must make an online request within the period established by the faculty and send a copy to the lecturer responsible for the subject, for the record.
Single assessment will be carried out in person on one day during week 16 or 17 of the semester. The Academic Management Office will publish the exact date and time on the faculty website.
On the day of the single assessment, teaching staff will ask the student for identification, which should be a valid identification document with a recent photograph (student card, DNI/NIE or passport).
Single assessment activities
The single assessment will include tasks to assess graphemic, morphological and lexical skills (20%), a written expression test (30%), an exam comprising questions on grammar, listening comprehension and reading comprehension (40%), and an oral test (10%).
Grade revision and retake procedures for the subject are the same as those for continual assessment. See the section above in this Study Guide.
Bibliography
Textbook
- Ding, Anqi; Chen, Xin; Jin, Lili. 2010. Discover China: Student's Book 1 + Workbook. Oxford: Macmillan Education; Beijing: Foreign Language Teaching and Research Press.
Online resources
- Casas-Tost, Helena; Gay-Punzano, Lourdes; González-Torrents, Isabel; Guo, Xiaoyan; Nie, Lingzhi; Paoliello, Antonio; Rovira-Esteva, Sara; Vargas-Urpí, Mireia. 2024-2026. e·Chinese Plus: Plataforma para practicar chino. Available at: https://dtieao.uab.cat/gelea2lt/echineseplus
- Rovira-Esteva, Sara; Vargas-Urpí, Mireia; Casas-Tost, Helena; Paoliello, Antonio. 2021-2026. e·Chinese Tools: Tecnologías para la enseñanza y el aprendizaje del chino. Available at: https://dtieao.uab.cat/txicc/eChinese
Reference works
- Álvarez, José Ramón. 2000. La pronunciación del chino hablado (putonghua) para hispanohablantes. Taipei: Lanbridge Press cop.
- Casas-Tost, Helena; Rovira-Esteva, Sara (Eds.). 2015. Guía de estilo para el uso de palabras de origen chino. Madrid: Adeli. Available at: https://ddd.uab.cat/record/180644
- Casas-Tost, H., & Rovira-Esteva, S. (Eds.). 2021. Guia d’estil per al tractament de mots xinesos en català. Generalitat de Catalunya, Departament de Cultura. Available at: https://ddd.uab.cat/record/133473
- Casas, Helena; Rovira, Sara; Suárez, Anne-Hélène. 2024. Lengua china para traductores: 学中文，做翻译 (Vols. I & II). Bellaterra: Servei de Publicacions de la UAB. (Materials, 188 i 198). Available at: https://publicacions.uab.cat/llibres/lengua-china-para-traductores-volumen-7a-ed
- Fisac, Taciana. 2024. Claves de la gramática china. Biblioteca de China Contemporánea, 35. Barcelona: Edicions Bellaterra.
- López Calvo, Francisco; Zhao, Baoyan. 2013. Guía esencial de la lengua china. Madrid: Adeli Ediciones.
- Martínez-Robles, David. 2007. La lengua china: historia, signo y contexto. Una aproximación sociocultural. Barcelona: Editorial UOC.
- Rovira-Esteva, Sara. 2010. Lengua y escritura chinas: Mitos y realidades. Barcelona: Edicions Bellaterra.
- Xu, Zhenghui; Zhou, Minkang. 2008. Gramática china. Materials, 30. Bellaterra: Servei de Publicacions de la UAB.
Dictionaries
- Zhou, Minkang. 1999. Diccionaris de l’Enciclopèdia. Diccionari Català-Xinès, Xinès-Català. Barcelona: Enciclopèdia Catalana.
- Zhou, Minkang. 2006. Diccionario del español y el chino. Barcelona: Herder.
Software
No specific software is used in this course.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE