Palabras clave
enseñanza de chino
enseñanza de la gramática
material de enseñanza
libro de texto de lengua extranjera
chinese as a foreign language
chinese teaching
grammar instruction
teaching material
foreign language textbook
Cómo citar
Resumen
El presente estudio busca proporcionar un análisis de cómo se presenta la enseñanza de la gramática en cuatro libros de texto seleccionados de chino como lengua extranjera utilizados en cuatro países diferentes. Explora cómo cada libro de texto presenta la gramática y en qué medida las actividades gramaticales se presentan de una manera contextualizada y enfocada en el uso del significado. Dos preguntas de investigación guiaron el análisis: ¿Cómo se presenta la gramática en la descripción gramatical y en las muestras del idioma de destino? ¿Hasta qué punto los ejercicios de gramática están contextualizados y enfocados en el uso del significado? Los resultados muestran que el papel de la gramática sigue siendo conspicuo, y los libros de texto tienden a proporcionar más actividades que se centran en las relaciones significado-forma que tareas comunicativas, centrándose aún más en la precisión que en la interacción y las relaciones significado-uso. Las actividades que promueven la interacción, las tareas comunicativas y centradas en el uso del significado integradas en los libros de texto analizados son aún escasas. El documento también destaca la importancia de la cooperación entre profesores, investigadores y autores en la producción de materiales didácticos.
Citas
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Analized textbooks
Liu, Xun. New Practical Chinese Reader. English version. Beijing: Beijing Language Culture University Press, 2011.
Arslangul Arnaud, Jin Yezhi, Lamouroux Claude, and Pillet Isabelle. Ni shuo ya ! A1/A2. Paris: Editions Didier, 2016.
Masini, Federico, Zhang, Tongbing, Gabbianelli, Gloria, Wang, Rui. Parliamo cinese. Corso di lingua e cultura cinese, Vol. 1. Milano: Hoepli. 2018.
Ding, Anqi, Chen, Xin, Jin, Lili. Discover China, Vol. 1, Publisher: Macmillan Education / FLTRP, 2019.