Keywords
Hispanic Philology
teaching of literature
ELE
China
habilidades socioemocionales
Filología Hispánica
enseñanza de literatura
ELE
China
Abstract
This paper focuses on the investigation of strategies to develop the socioemotional skills of Hispanic Philology students through the impregnation of socioemotional learning in literature subjects. Taking such an object, we first discuss the necessity and possibility of social-emotional learning in literature, and a questionnaire is conducted to find out the level of social-emotional skills of 3rd and 4th year university students of Hispanic Philology in China since literary subjects are taken in those courses. After a quantitative analysis through SPSS with the data obtained from the questionnaire, we found that it is at an elevated level, especially for students with higher literary competence. In the absence of a specific subject for the development of socioemotional learning for the Hispanic Philology degree, literature is, in fact, the best subject to influence the development of socioemotional skills. Thus, we propose some specific strategies from different didactic perspectives for the impregnation of socioemotional learning in the literature class.
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