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|Title: ||Del sinograma a la letra|
|Authors: ||葉汐帆;Rachid Lamarti|
|Issue Date: ||2013-01-18 00:27:53 (UTC+8)|
|Abstract: ||Studies on the impact of the first language on the acquisition and learning of foreign languages rarely delve on systems of writing. Among languages of the same writing system, there is no need for such attention. Perhaps we may do without this special attention not only the written systems of the native and foreign languages share the same code, for example, the Latin alphabet: Spanish, German, Filipino, etc.; but also when such writing systems, although dissimilar in alphabetic code, make use of the same typology: Spanish, Greek, Russian, etc. On the other hand, it is assumed that it is very relevant when languages have non-similar systems like that of Chinese and Spanish. Paradoxically, in the field of teaching Spanish as a Foreign Language to Chinese learners, the fascination that Chinese characters and Chinese writing provoke does not exist, not even when the two languages are placed side by side. Nevertheless, the unique nature of Chinese writing and the cardinality of the Chinese character as can be seen in the culture of the Chinese people, lead to the surmise of their influence on the Chinese-speaking students’ cognitive processes of learning and acquisition.|
|Relation: ||SinoELE 4, pp.46-53|
|Appears in Collections:||[西班牙語文學系暨研究所] 期刊論文|
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