Littérature scientifique sur le sujet « Contrastive analysis chinese-spanish »

The anthology Microblogs global is an international study of Twitter. Fifteen researchers examined tweets in Chinese, German, English, French, Italian, Japanese, Dutch, Portuguese, Russian, and Spanish regarding the following linguistic phenomena: orthography, spoken language, vocabulary, reduction, syntax, graphostylistics, interaction and the functional aspects. The book was an inspiration for the analysis of tweets in Danish and Polish because the two languages were not included in the original study. Furthermore, a contrastive analysis of the Polish and Danish tweets is included to highlight the differences in the language of the tweets. The following article is the first part of this study. It deals with the social network and microblogging tool Twitter, including the more technical side of microblogging. The many types of tweets and the extensive terminology involved are thoroughly and conscientiously explained. The contrasts regarding orthography and spoken language are analyzed whereas the discrepancies in vocabulary, reduction, syntax, graphostylistics, interaction and the functional aspects will be described in the second part of the study. The basis for the description is a compilation of 640 tweets — 320 Polish and 320 Danish — from an inhomogeneous community that posts mainly in Polish / Danish. Profiles were chosen completely by chance and they belong to various politicians, journalists and individuals. The study covers the period from March 30 to April 6, 2019.

Through an analysis of three “hauntings” that spanned the sixteenth to twenty-first centuries, this article highlights recurring instances of Hokkien political maneuvering when the possibility of an autonomous Fujian or maritime-based Hokkien empire threatened the contrasting imperial and national missions of Spanish, Chinese, and Filipinos in the region. The first haunting occurred in the Spanish-controlled Philippines from the sixteenth to nineteenth centuries when the imagined threat of an invasion from China led to reactionary pogroms and a schizophrenic Spanish China-policy. The second haunting occurred in the early twentieth century when Chinese nation-makers were challenged by a nascent Hokkien nationalism that threatened to tear Fujian from China. The final haunting took place in the pages of novels and history books from the Philippines in the twentieth and twenty-first centuries; Filipino authors attempted to create and reinforce a stereotyped image of Chinese as apolitical business-minded people.透過對十六世紀到二十一世紀的三波「著魔」現象的分析，本文強調每當以福建為主體或以海洋活動為基礎的閩南華人有可能發展成一政體，從而威脅到包括西班牙、中國和菲律賓等帝國和民族主義者的使命時，針對閩南認同的政治工作就會一次又一次地在這個地區出現。第一次著魔現象出現在十六到十九世紀、西班牙統治時期的菲律賓。當時一旦有任何可能來自中國的入侵，就會引起西班牙在與中國相關政策上極大的精神恐慌。第二次的著魔現象發生在二十世紀初期，當時中國民族建構者面對新興的閩南民族主義試圖將福建從中國分離出來的挑戰。最後一波的著魔現象呈現在菲律賓二十世紀及二十一世紀的小說和歷史書籍裡。菲律賓作者嘗試去創造並強化華人對政治冷感、只是在商言商的刻版印象。 (This article is in English).

Research on the facial expression of emotions has become a bone of contention in psychological research. On the one hand, Ekman and his colleagues have argued for a universal set of six basic emotions that are recognized with a considerable degree of accuracy across cultures and automatically displayed in highly similar ways by people. On the other hand, more recent research in cognitive science has provided results that are supportive of a cultural-relativist position. In this paper this controversy is approached from a contrastive perspective on phraseological constructions. It focuses on how emotional displays are codified in somatic idioms in some European (English, German, French, Spanish) and East Asian (Japanese, Korean, Chinese [Cantonese]) languages. Using somatic idioms such as make big eyes or die Nase rümpfen as a pool of evidence to shed linguistic light on the psychological controversy, the paper engages with the following general research question: Is there a significant difference between European and East Asian somatic idioms or do these constructions rather speak for a universal apprehension of facial emotion displays? To answer this question, the paper compares somatic expressions that are selected from (idiom) dictionaries of the languages listed above. Moreover, native speakers of the East Asian languages were consulted to support the analysis of the respective data. All corresponding entries were analysed categorically, i. e. with regard to whether or not they encode a given facial area to denote a specific emotion. The results show arguments both for and against the universalist and the cultural-relativist positions. In general, they speak for an opportunistic encoding of facial emotion displays.

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Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 319–336.05–535Thatcher, Barry (New Mexico State U, USA; bathatch@nmsu.edu), Situating L2 writing in global communication technologies. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 279–295.05–536Topping, Keith & Nancy Ferguson (U of Dundee, UK; k.j.topping@dundee.ac.uk), Effective literacy teaching behaviours. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 125–143.05–537Torgerson, Carole (U of York, UK; cjt3@york.ac.uk), Jill Porthouse & Greg Brooks, A systematic review of controlled trials evaluating interventions in adult literacy and numeracy. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 87–107.05–538Willett, Rebekah (U of London, UK; r.willett@ioe.ac.uk), ‘Baddies’ in the classroom: media education and narrative writing. Literacy (Oxford, UK) 39.3 (2005), 142–148.05–539Wood, Clara, Karen Littleton & Pav Chera (Coventry U, UK; c.wood@coventry.ac.uk), Beginning readers' use of talking books: styles of working. Literacy (Oxford, UK) 39.3 (2005), 135–141.05–540Wood, Clare (The Open U, UK; c.p.wood@open.ac.uk), Beginning readers' use of ‘talking books’ software can affect their reading strategies. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 170–182.05–541Yasuda, Sachiko (Waseda U, Japan), Different activities in the same task: an activity theory approach to ESL students' writing process. JALT Journal (Tokyo, Japan) 27.2 (2005), 139–168.05–542Zelniker, Tamar (Tel-Aviv U, Israel) & Rachel Hertz-Lazarowitz, School–Family Partnership for Coexistence (SFPC) in the city of Acre: promoting Arab and Jewish parents' role as facilitators of children's literacy development and as agents of coexistence. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 114–138.

05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.05–268Allison, Desmond (The National U of Singapore), Authority and accommodation in higher degree research proposals. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 155–180.05–269Bazerman, Charles (U of California, Santa Barbara, USA), An essay on pedagogy by Mikhail M. Bakhtin. Written Communication (Thousand Oaks, CA, USA) 22.3 (2005), 333–338.05–270Belanger, Joe (U of British Columbia, USA), ‘When will we ever learn?’: the case for formative assessment supporting writing development. English in Australia (Norwood, Australia) 141 (2004), 41–48.05–271Bodwell, Mary Buchinger (Massachusetts College of Pharmacy and Health Sciences, USA; mary.bodwell@bos.mcphs.edu), ‘Now what does that mean, “first draft”?’: responding to text in an adult literacy class. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 59–79.05–272Broadley, Guy, Seeing forward looking back: the New Zealand literacy picture. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 8–18.05–273Bruton, Anthony & Emilia Alonso Marks (Universidad de Sevilla, Spain), Reading texts in instructed L1 and FL reading: student perceptions and actual selections. Hispania (Exton, PA, USA) 87.4 (2004), 770–783.05–274Chandrasegaran, Antonia (Nanyang Technical U, Singapore), Mary Ellis & Gloria Poedjosoedarmo, Essay Assist: developing software for writing skills improvement in partnership with students. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 137–155.05–275Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Understanding the role of text length, sample size and vocabulary size in determining text coverage. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 1–22.05–276Cromley, Jennifer G. & Roger Azevedo (U of Maryland College Park, USA), What do reading tutors do? A naturalistic study of more and less experienced tutors in reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 83–113.05–277Crompton, Peter (crompton@fastmail.fm), ‘Where’, ‘In which’, and ‘In that’: a corpus-based approach to error analysis. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 157–176.05–278Day, Richard (U of Hawaii, Manoa, USA) & Jeong-suk Park, Develop ing reading comprehension questions. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 60–73.05–279Dunlosky, John & Katherine A. Rawson (U of North Carolina at Greensboro, USA), Why does rereading improve metacomprehension accuracy? Evaluating the Levels-of-Disruption Hypothesis for the Rereading Effect. 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El objetivo principal de la presente tesis es analizar los errores que cometen los estudiantes españoles de diferentes niveles de chino en sus trabajos de expresión escrita en esta lengua, para encontrar el patrón de los errores e indagar en sus posibles causas, con el fin último de sentar las bases para poder diseñar estrategias más efectivas de enseñanza del chino como lengua extranjera para estudiantes hispanohablantes. Para lograr dicho objetivo, basándonos en una revisión global de los estudios anteriores sobre análisis de errores de chino como lengua extranjera, y sobre análisis contrastivo entre el español y el chino, hemos elaborado una taxonomía de errores a tres niveles de análisis —a saber, el nivel léxico, el nivel oracional y el nivel discursivo. Además, hemos elaborado una base de datos formados por los errores sacados de 120 trabajos de expresión escrita en chino de alumnos universitarios españoles, de diferentes grados y cursos académicos y que tienen un nivel de chino entre el A1 al B1 del Marco Europeo Común de Referencia (MCER). A partir del corpus, hemos hecho un análisis tanto cuantitativo como cualitativo de acuerdo con tres parámetros: el nivel de análisis de errores, el nivel de chino de los alumnos y la tipología de los errores. Dicho análisis nos permite conocer cuáles son los errores más frecuentes en cada nivel de lengua y de análisis a lo largo de su proceso de aprendizaje, los usos de chino que presentan mayor dificultad de dominio, la evolución de los errores y sus posibles causas. La presente investigación representa una aportación por ser el primer análisis de errores con la combinación lingüística de chino-español y por la metodología empleada en la sistematización del análisis de errores. Este trabajo sienta las bases para abrir nuevas vías para futuras investigaciones sobre el análisis de errores en el aprendizaje del chino y la enseñanza de chino como lengua extranjera en general.
The main objective of this thesis is to analyze the errors made by Spanish students of different levels of Chinese in their Chinese written works, in order to find the pattern of errors and their possible causes, with the ultimate goal to lay the foundations for designing more effective strategies for teaching Chinese as a foreign language to Spanish-speaking students. To achieve this goal, based on a global review of previous studies on error analysis of Chinese as a foreign language, and on contrastive analysis between Spanish and Chinese, we have developed a taxonomy of errors at three levels of analysis —the lexical level, the sentence level and the discourse level. In addition, we have developed a database formed by the errors taken from 120 compositions written in Chinese by Spanish university students from different grades and academic courses with a Chinese level between A1 to B1 of the Common European Framework of Reference for languages (CEFR). From the corpus, we have made a quantitative and qualitative analysis according to three parameters: the level of error analysis, the level of Chinese students and the type of errors. This analysis allows us to know what are the most frequent errors in each Chinese level and analysis level throughout their learning process, the Chinese expressions or structures that present greater difficulty of mastery, the error evolution and their possible causes. This research makes a contribution for being the first error analysis with the Chinese-Spanish linguistic combination and the methodology used in the systematization of error analysis. This work also lays the groundwork for opening new ways for future work on the error analysis in Chinese learning and on teaching Chinese as a foreign language.

碩士
輔仁大學
西班牙語文學系碩士班
103
El español y el chino son dos de las lenguas más habladas en el mundo y, por lógica, también de las más estudiadas. Los especialistas en didáctica de las lenguas nos recuerdan la importancia de la pronunciación en la comunicación y, por consiguiente, también en el proceso instructivo; de ahí la necesidad de que los futuros profesores adquiramos una sólida formación fonética y fonológica, que aplicaremos a la enseñanza de las lenguas extranjeras. En efecto, aprender una lengua extranjera implica adquirir también su sistema fonológico, especialmente su vocalismo, que tiene un papel esencial tanto en la lengua española como en la china. Las diferencias fónicas entre ambas lenguas pueden provocar dificultades del aprendizaje de la pronunciación, sobre todo, debido a procesos de transferencia negativa en las agrupaciones tautosilábicas, así como en la coarticulación propia de los enlaces de vocales.