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2015/2016 Language Vib: Classical Chinese

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2015/2016 Language Vib: Classical Chinese Language VIb: Classical Chinese 2015 - 2016 Language VIb: Classical Chinese 2015/2016 Code: 101559 ECTS Credits: 6 Degree Type Year Semester 2500244 East Asian Studies OB 3 2 Contact Use of languages Name: Anne Helene Suárez Girard Principal working language: spanish (spa) Email: [email protected] Some groups entirely in English: No Some groups entirely in Catalan: Yes Some groups entirely in Spanish: Yes Prerequisites The student must have previous knowledge of modern Chinese language, particularly concerning writing and syntax . Understand written texts on everyday topics . ( MCRE - FTI A2.2 . ) Produce written texts on everyday topics . ( MCRE - FTI A2.2 . ) Understand information from short oral texts. ( MCRE - FTI A1.2 . ) Produce short and simple oral texts. ( MCRE - FTI A1.2 . ) Objectives and Contextualisation The function of Xinès VIB: Xinès Clàssic is to provide students the basic knowledge of classical Chinese Language Studies. It is not a language intended for oral communication, but reserved the written since the beginning of Chinese writing Chinese literature until the early twentieth century communication. Even today many expressions and constructions are usual in modern llengua-oral or written-from the classical language. Therefore, this course aims to provide students with knowledge of Fonètica structures morphologically, semantics, gender and discourse in classical Chinese Language Studies. At the same time, Xinès VIB: Xinès Clàssic is designed to provide students with important knowledge to enhance their understanding and use of modern Chinese Language Studies, as well as those already mentioned, are other character socio-historical-cultural they can be extremely useful for understanding many of the cultures of East Asia. Skills Applying knowledge about social relations, protocol and negotiations in the decision making processes in order to understand and effectively communicate in a working language of East Asia. Applying linguistic, cultural and topic-based knowledge in order to understand the languages of East Asia and in order to communicate orally and in writing in these languages. Developing self-learning strategies. Ensuring the quality of one's own work. Knowing and comprehending the phonetic, morphological, lexical, syntactic, semantic and pragmatic structures of the languages of East Asia. Knowing and comprehending the principles of the linguistic variation in the languages of East Asia. 1 Language VIb: Classical Chinese 2015 - 2016 Learning outcomes 1. Applying knowledge about social relations, protocol and negotiations in the decision making processes in order to understand and effectively communicate in a working language of East Asia. 2. Applying linguistic, cultural and topic-based knowledge in order to understand the languages of East Asia and in order to communicate orally and in writing in these languages. 3. Demonstrating knowledge about classical Chinese. 4. Developing self-learning strategies. 5. Ensuring the quality of one's own work. 6. Knowing and comprehending the phonetic, morphological, lexical, syntactic, semantic and pragmatic structures of the languages of East Asia. Content -Basic Knowledge about Chinese writing and Chinese classical language . -Writing conventions , lexical , morphosyntactic and textual differences . -Cultural, social and historical knowledge, helpful in learning classical Chinese language and general the cultures of East Asia. Methodology We will work from original texts from Chinese literature: stories and fragments of history texts and thought of the pre-imperial era to the s. III AD, poetic texts of the VI centuries X, or novelistic test of the VIII centuries XVI, to cover on records and styles. Students will have the text in advance and must prepare on their own so that, in class, can read aloud and easily locate the part that is under study. This step is essential for the proper monitoring of assignatura. In class, the text sentence by sentence will be analyzed, highlighting the most important and common, illustrating them with examples syntactic and grammatical aspects, will discuss the main difficulties arise, rendering options, etc. The student must take notes of all these issues addressed in classe, as well as the usual vocabulary, since all known will by addressing the following texts: the student will participate in the analysis of them. Once worked the text, the student must translate on their own to the date indicated by the teacher. Also you must be able to justify the translation options that have tried more appropriate considering what has been done in class. In the case of texts which there is a translation into Catalan or Castilian, they may discuss in class. It is essential that students actively participate in the work of analysis and understanding of the text and the commentary of translations. The prior preparation of the texts and translating them once worked in class, must be for the dates indicated. In any case delays or alternative exercises they are accepted. Activities Title Hours ECTS Learning outcomes Type: Directed Analysis of texts in foreign languages 18.5 0.74 1, 2, 3 Comprehensive and analytical reading of texts in foreign language 19 0.76 1, 2, 3 Type: Supervised Individual or group translation of texts in foreign language 18.5 0.74 1, 2, 3 problem solving and controlled exercises translation 13.5 0.54 1, 2, 3 Type: Autonomous 2 Language VIb: Classical Chinese 2015 - 2016 Documentation search 17.5 0.7 1, 2, 3 Expansion of knowledge 15 0.6 1, 2, 3 Learning of vocabulary 15 0.6 1, 2, 3 Preparation of texts and translations 30 1.2 1, 2, 3 Evaluation The evaluation will be in two parts: A (40%) the form made in class activities. Assistance, the prior preparation of the texts as indicated in the methodology section, participation in analysis tasks, translations, they are not to deliver, but to read in class will be evaluated. The other constitute two tests: a written, translation and vocabulary and syntax exercises that consist only of text done in class, including examples of vocabulary (35%) and oral, recitation and translation of one of the poems that have been worked in class (25%). These two tests will take place respectively in the last two days of school and in the classroom. It evaluated the correct wording in Catalan or Castilian. The review of the evidence will be in the opening hours of the teacher, in his office, on the date determined for it. Shall be deemed not submitted those who do not make at least the assessment tests equivalent to 70% of the final mark, which implies a regular attendance. In some special cases where the student has done a good tracking assignatura but obtained 4.5 final note, the possibility of an alternative test equivalent to parsing and translation of a poem or contemplates content. In all other cases there is no recovery test. Evaluation activities Learning Title Weighting Hours ECTS outcomes Classroom activities (attendance , reading, participation , translation, 40 1 0.04 1, 2, 6, 3, 4, 5 analysis) Oral test 25 1 0.04 1, 2, 3 Written test 35 1 0.04 1, 2, 3 Bibliography Chen Qiyou: Hanfeizi jishi, Shanghai, Renmin chubanshe. Raymond Dawson, A New Introduction to Classical Chinese. Oxford: Clarendon, 1986. Michael A. Fuller, An Introduction to Literary Chinese. Cambridge: Harvard University Press, 1999. Robert H. Gassmann, Grundstrukturen der antikchinesischen Syntax. New York: Peter Lang, 1997. Robert H. Gassmann, Antikchinesisch in fünf Element(ar)gängen : eine propädeutische Einführung. Bern ; New York : Peter Lang, 1997. Robert H. Gassmann and Wolfgang Behr, Antikchinesisch: Ein Lehrbuch in drei Teilen. Bern; New York: Peter Lang, 2005. Jean Levi: Han-fei-tse ou Le Tao du Prince, Seuil, Paris, 1999. 3 Language VIb: Classical Chinese 2015 - 2016 Naiying Yuan, Haitao Tang and James Geiss, Classical Chinese: Introduction to Grammar; A Basic reader in Three Volumes. Princeton: Princeton University Press, 2004. Paul Rouzer, A New Practical Primer of Literary Chinese. Cambridge, Mass.: Harvard University Asia Center, 2007. Edwin G. Pulleyblank, Outline of Classical Chinese Grammar. Vancouver: UBC Press, 1995 (repr. 1996) Harold Shadick, A First Course in Literary Chinese. 3 vols. Cornell University Press, 1968. Anne-Hélène Suárez Girard: A punto de partir. 100 poemas de Li Bai, Pre-Textos, Valencia 2005. Anne-Hélène Suárez Girard: Lun yu, reflexiones y enseñanzas, de Confucio, edición y traducción, Kairós, Barcelona, 1997. Anne-Hélène Suárez Girard: Libro del curso y de la virtud (Dao de jing), de Lao zi, edición y traducción (prólogo de François Jullien), Siruela, colección El árbol del paraíso, Madrid, 1998. Reeditado en 2003 como Tao te king. Anne-Hélène Suárez Girard: 99 cuartetos de Wang Wei y su círculo, edición y traducción, colección Cruz del Sur, Pre-textos, Valencia, 2000. Anne-Hélène Suárez Girard: 111 cuartetos de Bai Juyi, edición y traducción, colección Cruz del Sur, Pre-textos, Valencia, 2003. Anne-Hélène Suárez Girard: "Poesia Clásica Xinesa" en Literatura xinesa, UOC, Barcelona 2004. Tang Jingzhao; Li Shi'an: Hanfeizi jiaozhu, Renmin chubanshe, 1982. Diccionarios Hanyu da zidian . Wuhan: Hubei cishu chubanshe and Sichuan cishu chubanshe, 1986. Gu Hanyu chang yong zi zidian (Shanghai: Shangwu yinshuguan, 1998, repr. 2001). Ci yuan . Edited by Lu Erkui et al. Beijing: Shangwu yinshuguan, 1979, 4 vols. Chen Fuhua . Gudai Hanyu cidian . Beijing: Shangwu yinshuguan, 2000. Bernhard Karlgren, Grammata Serica Recensa. Stockholm: Bulletin of the Museum for Eastern Antiquities, 1957. Schuessler, Axel. Minimal Old Chinese and Later Han Chinese. A Companion to Grammata Serica Recensa. Honolulu: University of Hawai'i Press, 2009. Dictionnaire Ricci des Caractères Singuliers. Taipei: Ricci Institute, 1999. Grand dictionnaire Ricci de la langue chinoise , 6 vols. Taipei: Institut Ricci, 1999. 4.
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