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Chinese

Code: 43971
Credits: 6
2026/2027
Degree programme Type Course
Teaching Chinese to Spanish Speakers OB 1

Contact lecturer

Name :
Sara Rovira Esteva
Email :
sara.rovira@uab.cat

Teaching staff

Shu-Ching Liao Pan
Sara Rovira Esteva

Group languages

You can consult this information at the end of the document.

Prerequisites

None

Objectives

This module has three main objectives. First, present and familiarisize students with the main authoritative sources in relation to Standard Chinese. Second, review the main trends of descriptive and pedagogical grammar of Chinese and its works of reference. Finally, analyze Chinese and Spanish contrastively at different language levels to identify those aspects that may present more difficulties for Spanish speakers.

Learning outcomes

  • CA03 (Integrate theoretical knowledge about any grammatical aspect of the Chinese language for teaching purposes.) Integrate theoretical knowledge about any grammatical aspect of the Chinese language for teaching purposes.
  • CA04 (Summarise data on the Chinese language autonomously and as a team to improve Chinese language teaching.) Summarise data on the Chinese language autonomously and as a team to improve Chinese language teaching.
  • KA03 (Describe the Chinese language for teaching purposes at all levels of language: phonological, morphological, lexical, syntactic, and pragmatic-discursive.) Describe the Chinese language for teaching purposes at all levels of language: phonological, morphological, lexical, syntactic, and pragmatic-discursive.
  • KA04 (Identify the main similarities and differences at all language levels between Chinese and Spanish for pedagogical purposes.) Identify the main similarities and differences at all language levels between Chinese and Spanish for pedagogical purposes.
  • SA03 (Critically analyse basic reference works of the Chinese language for teaching and documentation purposes.) Critically analyse basic reference works of the Chinese language for teaching and documentation purposes.
  • SA04 (Solve the main difficulties in learning Chinese for Spanish speakers.) Solve the main difficulties in learning Chinese for Spanish speakers.

Contents

Block 1: Introductory aspects

  • Terminology and key concepts related to TCFL
  • Principles of Chinese writing
  • Phonology and transcription of Standard Chinese
  • Main authorized sources in relation to grammar and other reference materials I
  • Syntax, discourse and pragmatics of Standard Chinese


Block 2: The grammar of modern Chinese

  • Main trends of the descriptive and pedagogical grammar of Standard Chinese
  • Words classes in modern Standard Chinese
  • Analysis of difficult and important grammatical aspects of modern Standard Chinese
  • Important teaching aspects of word classes
  • Grammatical errors of adverbs I
  • Parts of speech in modern Standard Chinese
  • Complement types of modern Standard Chinese: resultative, potential, directional, etc.
  • Important teaching aspects of subjects and numerals
  • Error analysis of verbal reduplication
  • Error analysis of the resultative complement
  • Sentence types of modern Standard Chinese I: topic-comment, subject-predicate, adjectival predicate, etc.
  • Error analysis of the potential complement
  • Error analysis of the duration complement
  • Sentence types of modern Standard Chinese I: shi-type (是) sentences, ba-type (把) sentences, double object sentences, passive sentences, etc.
  • Error analysis of adverbs II
  • Error analysis of the complement of manner
  • Important teaching aspects of sentences I
  • Superiority comparative sentences: characteristics, important aspects, and error analysis
  • Emphatic sentences: with an interrogative pronoun, double negation, etc.
  • Complex sentences: coordinated, progressive, etc.
  • Subordinated complex sentences: causative, adversative, conditional, etc.
  • Important teaching aspects of sentences II: complex and emphatic sentences
  • Analysis and strategies for Chinese grammar teaching


Block 3: Contrastive analysis of Chinese and Spanish

  • Introduction to contrastive analysis
  • Contrastive analysis of phonological aspects of Chinese and Spanish
  • Contrastive analysis of morphosyntactic aspects of Chinese and Spanish
  • Contrastive analysis of discursive and pragmatic aspects of Chinese and Spanish

Learning activities and methodology

Title Hours ECTS Learning outcomes
Project writing 40 1.6
Discussion 4 0.16
Oral presentations 1 0.04
Project design and oral or written presentation 6 0.24
Problem-based learning 4 0.16
Readings and documentation 50 2
Lectures 20 0.8

In this module both Spanish and Chinese will be used as working languages and various teaching methodologies will be followed. All of them presuppose an active role on the part of the students. Throughout the module, the following methodologies will be combined:

• Lectures
• Problem-based learning
• Practical activities
• Debates
• Preparation and oral or written presentations
• Supervised work

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Group synthesis activity 30% 6 0.24 CA03, CA04, KA03, KA04, SA03, SA04
Portfolio and class participation 50% 17 0.68 CA03, CA04, KA03, KA04, SA03, SA04
Exam 20% 2 0.08 CA03, CA04, KA03, KA04

Description of continuous assessment by blocks:

  • Portfolio and student participation: 50 % [15% (B1) + 25% (B2) + 10% (B3)]
  • Exam (B2): 20 %
  • Group synthesis activity (B1-B3): 30 %

To pass this course, attendance at 80 % of classes is compulsory.


Single assessment

  • Exam: 35 %
  • Portfolio: 30 %
  • Individual synthesis activity: 35 %

Final assessment review will follow the same procedure as that followed for continuous assessment.


Use of generative artificial intelligence

Any irregularity committed in an assessment activity (including academic fraud, plagiarism or improper use of AI, unless such use is expressly authorised in the course guide), that may lead to a significant change in the mark, will result in that assessment activity being awarded a mark of 0. If the course guide establishes that, in order to pass the course, students must obtain a minimum mark in that assessment activity, or if several irregularities occur in the assessment activities of the same course, the final mark for the course will be 0. In addition, disciplinary proceedings may be initiated against any student who commits any of these irregularities.

Bibliography

  • Casas-Tost, Helena; Rovira-Esteva, Sara; Suárez, Anne-Hélène. 2024. Lengua china para traductores / 学中文，做翻译. Vol I. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona. (Materials, 188). (7.ª ed.). https://doi.org/10.5565/lib/9788410202108
  • Casas-Tost, Helena; Rovira-Esteva, Sara; Suárez, Anne-Hélène. 2024. Lengua china para traductores / 学中文，做翻译. Vol II. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona. (Materials, 198). (7.ª ed.). https://doi.org/10.5565/lib/9788410202306
  • Fang Yuqing (房玉清). 2008. Shiyong Hanyu Yufa (实用汉语语法) / A Practical Chinese Grammar. Beijing Language and Culture University Press.
  • Halliday, M.A.K. 2007. Studies in Chinese Language / 汉语语言研究. Beijing: Beijing Daxue Chubanshe. (Collected Works of M.A.K. Halliday, 8).
  • Lei, Chunyi. 2021. Análisis de errores gramaticales en el aprendizaje del chino por alumnos españoles. Tonos Digital 41 (II).
  • Li Dazhong (李大忠). 1996. Waiguoren Xue Hanyu Yufa Pianwu Fenxi (外国人学汉语语法偏误分析) / Analysis of Errors of Foreign Students in Learning Chinese Grammar. Beijing Language and Culture University Press.
  • Li Delü (李德津); Jin Dehou (金德厚). 2009. Hanyu Yufa Jiaoxue (汉语语法教学). Beijing: Beijing Language and Culture University Press.
  • Li Yuling (李玉玲). 2014. Gramática china: comparación entre el chino y el español y análisis de los errores típicos de hispanohablantes en el aprendizaje del chino / 汉语语法典型错误分析. Libro de Estudiantes: Nivel HSK2 Para Principiantes. Valencia: publicación propia.
  • Liu, Shiyang, 2021. Corpus-based error analysis of written works in Chinese by Spanish students. Sinología hispánica. China Studies Review 11 (2): 101-28. https://doi.org/10.18002/sin.v11i2.6910.
  • Liu Shiyang. 2022. Análisis de errores en el aprendizaje de chino de alumnos españoles (西班牙学生学习汉语的偏误分析). Beijing: Shijie Zhishi Chubashe. https://ddd.uab.cat/record/312195
  • Liu Xun (刘珣). 2000. Duiwai Hanyu Jiaoyuxue Yinlun (对外汉语教育学引论). Beijing: Beijing Language and Culture.
  • Lü Shuxiang (吕叔湘). 1980. Xiandai Hanyu Babai Ci (现代汉语八百词). Beijing: Shangwu Yinshuguan.
  • Martínez-Robles, David. 2007. La lengua china: Historia, signo y contexto. Barcelona: Editorial UOC.
  • Norman, Jerry. 2008. Chinese. Beijing: Shijie Tushu Chuban Gongsi.
  • Qian Nairong (钱乃荣); Deng Shouxing (邓守信). 2002. Xiandai Hanyu Gailun (现代汉语概论) Taipei: Shida Shiyuan.
  • Qu Chengxi. 1993. Historical syntax theory and application to Chinese. Beijing: Beijing Yuyan Xueyuan Chuban.
  • Ramírez, Laureano. 1999. Del carácter al contexto. Teoría y práctica de la traducción del chino moderno. Bellaterra: Servei de Publicacions, Universitat Autònoma de Barcelona.
  • Rovira-Esteva, Sara. 2010. Lengua y escritura chinas: Mitos y realidades. Barcelona: Edicions Bellaterra.
  • Sánchez Griñán, Alberto. 2009. “Reconciliación metodológica e intercultural: posibilidades de la enseñanza comunicativa de lenguas en China”, MarcoELE. Revista de didáctica ELE, 8: 1-40.
  • Teng Shou-hsin (ed.) (邓守信). 2006. Modern Chinese Grammar for Teachers of Chinese as a Second Language Advanced Learners of Modern Chinese. Taipei: Shida Shiyuan.
  • Teng Wen-Hua. 2016. Yufa! A Practical Guide to Mandarin Chinese Grammar. London: Routledge.
  • Wang Lijia (王理嘉); Lu Jianming (陆俭明); Fu Huaiqing (符淮青); Ma Zhen (马真); Su Peicheng (苏培成). 1993. “Changjian de Yufa Cuowu” (常见的语法错误). En: Xiandai Hanyu (现代汉语). Beijing: Shangwu Yinshuguan. Pp. 421-435.
  • Wu Bo (武波). 1998. “Wucha Fenxi Xuping (误差分析述评) [On Error Analysis].” Waiyu yu Fanyi (外语与翻译), 2(17): 23–28.
  • Wu Fuxiang (吴福祥). 2005. Hanyu Yufahua Yanjiu (汉语语法化研究) Beijing: Shangwu Yinshuguan.
  • Ye Panyun (叶盼云), Wu Zhongwei (吴中伟). 2011. Waiguoren Xue Hanyu Nandian Shiyi (外国人学汉语难点释疑) / Explanations of Difficult Points in Chinese Learning as a Foreign Language. Beijing Language and Culture University Press.
  • Zhang Bin (张斌). 2009. Xinbian Xiandai Hanyu (新编现代汉语). Shanghai Fudan Daxue Chubanshe.
  • Zhao Shiyu (赵士钰). 1999. Hanyu-Xibanyayu Shuangyu Bijiao (汉语西班牙语双语比较) / Comparación bilingüe entre el chino y el español. Beijing: Waiyu Jiaoxue yu Yanjiu Chuban.

Software

No specific software needed.

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

Type of teaching Group Language Semester Shift
(TEm) Theory (master) 1 Spanish first semester afternoon
(PAULm) Classroom practices (master) 1 Spanish first semester afternoon