<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042017000100013</article-id>
<article-id pub-id-type="doi">10.18861/cied.2017.8.1.2636</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enfoques de aprendizaje en estudiantes universitarios chinos de español como lengua extranjera]]></article-title>
<article-title xml:lang="en"><![CDATA[Approaches to learning in Chinese higher education students of Spanish as a second language]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azpiroz Núñez]]></surname>
<given-names><![CDATA[María del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad ORT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>8</volume>
<numero>1</numero>
<fpage>13</fpage>
<lpage>29</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042017000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042017000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042017000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La presente investigación se centra en la identificación y comprensión de los enfoques de aprendizaje prevalentes en los estudiantes universitarios chinos de español como lengua extranjera en el marco de un Programa Conjunto Interuniversitario con una duración de dos semestres académicos. Busca asimismo comprender los posibles cambios ocurridos en los enfoques como consecuencia del estudio de español en modalidad de inmersión en el marco de dicho programa. Se trata de un estudio de caso, de diseño cualitativo, con alcance explicativo y elementos longitudinales. Se realizaron entrevistas a 27 estudiantes que corresponden al 100% de los estudiantes de la generación 2013-2014 del Programa. Dentro de cada enfoque de aprendizaje (tanto superficial como profundo) se consideró la dimensión de la motivación (intrínseca o extrínseca) y el lugar de la memorización en el aprendizaje. A la motivación extrínseca e intrínseca se suma la categoría emergente de motivación intermedia que implica que el estudiante comienza por un interés extrínseco -como obtener un empleo o ganar dinero- pero luego desarrolla un interés genuino por el estudio de español. Entre las razones para este cambio se destacan la realización de actividades o tareas lingüísticas que resultan interesantes, el surgimiento de un interés por la cultura de los países hispanohablantes y el contacto con extranjeros. En cuanto a los procesos de memorización los estudiantes piensan que la misma es positiva porque permite retener mejor los conocimientos, están acostumbrados a dichos procesos en su recorrido educativo en China, los mismo les resultan útiles y eficientes para aprobar los exámenes si se tiene en cuenta las diferencias interlingüísticas entre el chino mandarín y el español. Desde una versión más ecléctica, los procesos de memorización hacen perder el tiempo, generan aburrimiento, no siempre funcionan eficazmente para recordar material y solamente son eficaces si el material a memorizar es breve y simple.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The current research focuses on identifying and understanding the prevalent learning approaches of Chinese higher education students of Spanish as a foreign language in the framework of a two-academic semester inter-university program. In addition, it seeks to understand the possible changes in student approaches as a result of studying Spanish in a language immersion modality of learning. This is a case study of qualitative design with longitudinal elements. Interviews have been conducted to 27 students that comprise 100% of students from the 2013-2014 generation of the program. Within each approach (deep and superficial), two dimensions are considered; motivation (either extrinsic or intrinsic) and the role of memorization in learning. In addition to extrinsic and intrinsic motivation, there is one emerging category (intermediate motivation), which implies that the student begins with an extrinsic motivation, such as getting a job or earning money, but then the student develops a genuine interest in studying Spanish. Reasons for this include the execution of linguistic tasks and activities that are considered interesting, the emergence of an interest in the culture of Spanish speaking countries and the contact with foreigners. As for the memory processes, students think that memorizing is positive because it enables them to store knowledge. Students are used to such processes as a consequence of the Chinese educational methods; they find those useful and efficient to pass exams if we take into account the inter-linguistic differences between Spanish and Mandarin Chinese. From a more eclectic point of view, memorization processes cause the student to waste time; they breed boredom, they are not always useful to store information and they are only efficient if the material being memorized is brief and simple.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enfoques de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estudiantes chinos]]></kwd>
<kwd lng="es"><![CDATA[español como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[memorización]]></kwd>
<kwd lng="es"><![CDATA[motivación.]]></kwd>
<kwd lng="en"><![CDATA[learning approaches]]></kwd>
<kwd lng="en"><![CDATA[Chinese students]]></kwd>
<kwd lng="en"><![CDATA[Spanish as a foreign language]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[memorization]]></kwd>
<kwd lng="en"><![CDATA[motivation.]]></kwd>
</kwd-group>
</article-meta>
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