Estudio contrastivo de los eufemismos en lengua española y en lengua china como base para una aplicación a la enseñanza del español como lengua extranjera a estudiantes chinos

Abstract

This research focuses on a contrastive study of the euphemism systems in Chinese and Spanish as a theoretical basis for designing a didactic proposal for teaching Spanish euphemisms to Chinese native language students. Firstly, it provides an updated theoretical framework on the topic, starting from a critical analysis of the euphemism concept, a critical study of its formulation mechanisms in both Spanish and Chinese, as well as their main themes, meanings, and general and specific functions. Additionally, it articulates and justifies a questionnaire model, aimed at Chinese students and former students of Spanish as a foreign language at levels B1, B2, and C1, for an updated study of their level of knowledge of some of the main Spanish and Chinese euphemisms and euphemism groups, find the strengths and weaknesses of linguistic and sociocultural perception regarding the use of euphemisms in Spanish and Chinese, as well as an assessment of the treatment of this topic in their SFL classes. To apply it, the sample collection and its methodology were also designed. Subsequently, the qualitative and quantitative analysis of the responses obtained allowed us to precisely understand the level of knowledge and the ability to identify different euphemisms and types of euphemisms by the students, as well as an evaluation and assessment of the underlying teaching and learning methods. The results of these perceptions were further triangulated with information external to the questionnaires. The results of the initial contrastive study, as well as the analyses of the questionnaires and the generalizations and conclusions obtained, were used as baseline information for the development of a didactic proposal aimed at Chinese students of Spanish as a foreign language, focusing on improving the teaching of Spanish euphemisms, in some of their main themes and functions. This proposal also included a hierarchy strategy for teaching content from levels B1 to C1.