Pub Date : 2022-11-29DOI: 10.1515/applirev-2021-0201
J. Jones
Abstract Recent work has called for increased investigation into methods used to explore second language (L2) speech perception (Flege 2021). The present study attends to this call, examining a common practice for developing listening prompts in the context of at-home administrations. Vowel perception studies have historically used fixed consonantal frames to determine how well participants can discriminate between target L2 vowels, and the present study compares the effects of employing a fixed consonant-vowel-consonant frame (h-vowel-d) with open (phonologically diverse) consonantal environments using real and nonce words. Thirty-eight Mandarin (n = 31) and English (n = 8) first language speakers participated in a listening experiment and a post-experiment question. Data were framed within Best and Tyler’s (2007) Perceptual Assimilation Model-L2. Internal consistency and proportion correct were calculated and a generalised linear mixed model design was used to investigate how well performance with h-vowel-d prompts predicts performance with the more diverse prompt types. Results suggest an inflation of scores for the fixed frame prompt and support the use of diverse words for listening prompt designs. Findings have implications for vowel perception researchers as well as computer (and mobile) assisted language learning developers wishing to inform their designs with relevant empirical evidence.
{"title":"Exploring open consonantal environments for at-home testing of vowel perception in advanced L2 speakers","authors":"J. Jones","doi":"10.1515/applirev-2021-0201","DOIUrl":"https://doi.org/10.1515/applirev-2021-0201","url":null,"abstract":"Abstract Recent work has called for increased investigation into methods used to explore second language (L2) speech perception (Flege 2021). The present study attends to this call, examining a common practice for developing listening prompts in the context of at-home administrations. Vowel perception studies have historically used fixed consonantal frames to determine how well participants can discriminate between target L2 vowels, and the present study compares the effects of employing a fixed consonant-vowel-consonant frame (h-vowel-d) with open (phonologically diverse) consonantal environments using real and nonce words. Thirty-eight Mandarin (n = 31) and English (n = 8) first language speakers participated in a listening experiment and a post-experiment question. Data were framed within Best and Tyler’s (2007) Perceptual Assimilation Model-L2. Internal consistency and proportion correct were calculated and a generalised linear mixed model design was used to investigate how well performance with h-vowel-d prompts predicts performance with the more diverse prompt types. Results suggest an inflation of scores for the fixed frame prompt and support the use of diverse words for listening prompt designs. Findings have implications for vowel perception researchers as well as computer (and mobile) assisted language learning developers wishing to inform their designs with relevant empirical evidence.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48570893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-15DOI: 10.1515/applirev-2022-0053
Xiaochen Tan, B. Reynolds, Xuan Van Ha
Abstract This study adopted a synthetic approach to review empirical studies on oral corrective feedback (OCF) for lexical errors. It examined OCF types, lexical target types, interlocutors’ attention to lexical errors, and OCF effectiveness in promoting vocabulary development. After the application of inclusion and exclusion criteria on studies retrieved from a search of six databases, 31 primary studies were available for coding and analysis. Findings revealed that interlocutors showed a greater preference for recast than prompt and explicit correction. However, recast resulted in the lowest rate of lexical repairs, whereas prompt was found the most effective. Lexical errors received OCF at a higher rate than grammatical errors and phonological errors, indicating that interlocutors paid greater attention to vocabulary problems. OCF was most often provided for the inappropriate choice of lexical items, or inaccurate use of word derivation, involving a wide range of word classes (nouns, verbs, adjectives, and adverbs). Only a few studies looked into OCF targeting a single lexical feature. Findings suggest it may be more effective for teachers to employ prompts to elicit repairs of lexical errors from learners. There is a need for future researchers to conduct empirical OCF studies on a single lexical target.
{"title":"Oral corrective feedback on lexical errors: a systematic review","authors":"Xiaochen Tan, B. Reynolds, Xuan Van Ha","doi":"10.1515/applirev-2022-0053","DOIUrl":"https://doi.org/10.1515/applirev-2022-0053","url":null,"abstract":"Abstract This study adopted a synthetic approach to review empirical studies on oral corrective feedback (OCF) for lexical errors. It examined OCF types, lexical target types, interlocutors’ attention to lexical errors, and OCF effectiveness in promoting vocabulary development. After the application of inclusion and exclusion criteria on studies retrieved from a search of six databases, 31 primary studies were available for coding and analysis. Findings revealed that interlocutors showed a greater preference for recast than prompt and explicit correction. However, recast resulted in the lowest rate of lexical repairs, whereas prompt was found the most effective. Lexical errors received OCF at a higher rate than grammatical errors and phonological errors, indicating that interlocutors paid greater attention to vocabulary problems. OCF was most often provided for the inappropriate choice of lexical items, or inaccurate use of word derivation, involving a wide range of word classes (nouns, verbs, adjectives, and adverbs). Only a few studies looked into OCF targeting a single lexical feature. Findings suggest it may be more effective for teachers to employ prompts to elicit repairs of lexical errors from learners. There is a need for future researchers to conduct empirical OCF studies on a single lexical target.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42567619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.1515/applirev-2022-0136
Mengjun Nie, Juexuan Lu, Yongyan Zheng, Q. Shen
Abstract Translanguaging practices in Chinese as a second language (CSL) classrooms have been a heated topic in recent years, despite the longstanding Chinese-monolingual ideology. Against this backdrop, we have explored the functions of translanguaging practices in CSL classroom and the interplay of translanguaging and learners’ participation, by comparing the language practices of a translanguaging-oriented classroom and a Chinese-monolingual classroom. We found the functions of classroom translanguaging include meaning-negotiation, peer-assisting, efficiency-increasing and communication encouraging. The findings also reveal that although multilingual practices can also be found in the Chinese-monolingual classroom, they are characterized by a norm-conforming pattern, in contrast to the norm-breaking pattern in the translanguaging-oriented classroom, and the latter can empower students and motivate them to become engaged in Chinese learning. Moreover, multilingual practices deliberately adopted by teachers can be regarded as pedagogical translanguaging and facilitate learner engagement only when there exists no discrepancy between their pedagogical ideology (i.e. advocating translanguaging) and practices. Based on our findings, we advocate a reflection and adjustments to the current monolingual policy in CSL classroom.
{"title":"Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching","authors":"Mengjun Nie, Juexuan Lu, Yongyan Zheng, Q. Shen","doi":"10.1515/applirev-2022-0136","DOIUrl":"https://doi.org/10.1515/applirev-2022-0136","url":null,"abstract":"Abstract Translanguaging practices in Chinese as a second language (CSL) classrooms have been a heated topic in recent years, despite the longstanding Chinese-monolingual ideology. Against this backdrop, we have explored the functions of translanguaging practices in CSL classroom and the interplay of translanguaging and learners’ participation, by comparing the language practices of a translanguaging-oriented classroom and a Chinese-monolingual classroom. We found the functions of classroom translanguaging include meaning-negotiation, peer-assisting, efficiency-increasing and communication encouraging. The findings also reveal that although multilingual practices can also be found in the Chinese-monolingual classroom, they are characterized by a norm-conforming pattern, in contrast to the norm-breaking pattern in the translanguaging-oriented classroom, and the latter can empower students and motivate them to become engaged in Chinese learning. Moreover, multilingual practices deliberately adopted by teachers can be regarded as pedagogical translanguaging and facilitate learner engagement only when there exists no discrepancy between their pedagogical ideology (i.e. advocating translanguaging) and practices. Based on our findings, we advocate a reflection and adjustments to the current monolingual policy in CSL classroom.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47649416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.1515/applirev-2022-0139
J. Tao, K. Zhao, Wen-Mei Dong
Abstract Previous research has recognised the value of translanguaging in Chinese language teaching but has focused primarily on using English as the medium of instruction. However, teachers and students may not share a common language with which to communicate in a multilingual class, which is a significant challenge in Chinese learning and teaching. This study incorporates translanguaging into the pedagogical design by implementing a translanguaging-based task, perceiving Chinese learners as creative agents orchestrating numerous semiotic resources in meaning-making. The participants were a cohort of beginner-level Chinese learners with diverse ethnolinguistic backgrounds taking an online Chinese course at a Chinese university. Data sources included the participants’ video-recorded oral presentations and their reflective journals. Drawing on social semiotic theory, analysis of the video recordings shows that the learners moved creatively between modalities (written and spoken, visual and auditory, gesture and drawing) that worked together as an assemblage to make meaning beyond their linguistic capacity while ensuring audience comprehension. The reflective journals, however, reveal ambivalent attitudes: using multilingual resources eased concerns about the audience’s reception of the participants’ meaning-making, but also generated guilt among the participants. Based on these findings, this study argues for the transformative power of translanguaging-based pedagogy and highlights the communicative affordance of semiotic resources including cultural artefacts and knowledge. The pedagogical implications of designing translanguaging-based tasks in the teaching of Chinese and other Asian languages are discussed.
{"title":"A multimodal analysis of the online translanguaging practices of international students studying Chinese in a Chinese university","authors":"J. Tao, K. Zhao, Wen-Mei Dong","doi":"10.1515/applirev-2022-0139","DOIUrl":"https://doi.org/10.1515/applirev-2022-0139","url":null,"abstract":"Abstract Previous research has recognised the value of translanguaging in Chinese language teaching but has focused primarily on using English as the medium of instruction. However, teachers and students may not share a common language with which to communicate in a multilingual class, which is a significant challenge in Chinese learning and teaching. This study incorporates translanguaging into the pedagogical design by implementing a translanguaging-based task, perceiving Chinese learners as creative agents orchestrating numerous semiotic resources in meaning-making. The participants were a cohort of beginner-level Chinese learners with diverse ethnolinguistic backgrounds taking an online Chinese course at a Chinese university. Data sources included the participants’ video-recorded oral presentations and their reflective journals. Drawing on social semiotic theory, analysis of the video recordings shows that the learners moved creatively between modalities (written and spoken, visual and auditory, gesture and drawing) that worked together as an assemblage to make meaning beyond their linguistic capacity while ensuring audience comprehension. The reflective journals, however, reveal ambivalent attitudes: using multilingual resources eased concerns about the audience’s reception of the participants’ meaning-making, but also generated guilt among the participants. Based on these findings, this study argues for the transformative power of translanguaging-based pedagogy and highlights the communicative affordance of semiotic resources including cultural artefacts and knowledge. The pedagogical implications of designing translanguaging-based tasks in the teaching of Chinese and other Asian languages are discussed.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41942298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1515/applirev-2022-0138
M. Teng, F. Fang
Abstract This mixed-methods study explored the development of morphological awareness in learning Chinese as a third language, focusing on how the activation of a learner’s multilingual repertoire can influence morphological awareness. The study was conducted for a period of eight weeks with 62 Japanese students in a Chinese learning program at a university in China. The students are native Japanese speakers with English and Chinese as their second and third languages. The students were allocated into an experimental group and a control group. The experimental group received translanguaging instruction, while the control group completed learning through the monolingual approach for which the language of instruction was Chinese. The main aim of the translanguaging intervention was to help students utilize their multilinguistic repertoire across languages for their morphology learning. The results revealed that morphology learning scores were higher for the participants in the experimental group than the control group. The focus group interviews revealed that the students in the experimental group favorably perceived the use of translanguaging strategies for morphology learning. Moreover, the students in the experimental group reported cognitive, interactive, and affective benefits from translanguaging pedagogy. Finally, this paper presents relevant implications for the use of translanguaging pedagogy for teaching morphology.
{"title":"Translanguaging pedagogies in developing morphological awareness: the case of Japanese students learning Chinese in China","authors":"M. Teng, F. Fang","doi":"10.1515/applirev-2022-0138","DOIUrl":"https://doi.org/10.1515/applirev-2022-0138","url":null,"abstract":"Abstract This mixed-methods study explored the development of morphological awareness in learning Chinese as a third language, focusing on how the activation of a learner’s multilingual repertoire can influence morphological awareness. The study was conducted for a period of eight weeks with 62 Japanese students in a Chinese learning program at a university in China. The students are native Japanese speakers with English and Chinese as their second and third languages. The students were allocated into an experimental group and a control group. The experimental group received translanguaging instruction, while the control group completed learning through the monolingual approach for which the language of instruction was Chinese. The main aim of the translanguaging intervention was to help students utilize their multilinguistic repertoire across languages for their morphology learning. The results revealed that morphology learning scores were higher for the participants in the experimental group than the control group. The focus group interviews revealed that the students in the experimental group favorably perceived the use of translanguaging strategies for morphology learning. Moreover, the students in the experimental group reported cognitive, interactive, and affective benefits from translanguaging pedagogy. Finally, this paper presents relevant implications for the use of translanguaging pedagogy for teaching morphology.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49058542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1515/applirev-2022-0142
Jinghe Han
Abstract This research offers a post-structuralist multilingual lens to examine translanguaging practice in Chinese as an Additional Language (CAL) teaching and learning. It investigates a cohort of bilingual Chinese teachers who had been trained in a teacher-researcher education programme in an Australian university. This research asks how the Chinese teachers utilised their own and their students’ bilingual repertoires to assist the learning of Chinese in Australian schools. The participant teachers’ theses were collected, and the evidentiary chapters reporting on their classroom teaching were analysed. Informed by the initial results, a follow-up stimulated recall interview was conducted. This research found that the teachers’ translanguaging practices were identified in the form of theirs and their students’ lingual and non-lingual capitals, and these practices showed a strong pedagogical purpose, particularly in motivating and engaging learners. The teachers’ translanguaging practices contributed to CAL pedagogy across three dimensions: teachers’ classroom instruction, teaching and learning resources, and learning activity design. These practices have demonstrated an impact on the students’ engagement, the enrichment of teaching content and improvement in dynamic teaching processes. This research is expected to provide insights into the future development of translanguaging curriculum and pedagogy in CAL education.
{"title":"Translanguaging as a pedagogy: exploring the use of teachers’ and students’ bilingual repertoires in Chinese language education","authors":"Jinghe Han","doi":"10.1515/applirev-2022-0142","DOIUrl":"https://doi.org/10.1515/applirev-2022-0142","url":null,"abstract":"Abstract This research offers a post-structuralist multilingual lens to examine translanguaging practice in Chinese as an Additional Language (CAL) teaching and learning. It investigates a cohort of bilingual Chinese teachers who had been trained in a teacher-researcher education programme in an Australian university. This research asks how the Chinese teachers utilised their own and their students’ bilingual repertoires to assist the learning of Chinese in Australian schools. The participant teachers’ theses were collected, and the evidentiary chapters reporting on their classroom teaching were analysed. Informed by the initial results, a follow-up stimulated recall interview was conducted. This research found that the teachers’ translanguaging practices were identified in the form of theirs and their students’ lingual and non-lingual capitals, and these practices showed a strong pedagogical purpose, particularly in motivating and engaging learners. The teachers’ translanguaging practices contributed to CAL pedagogy across three dimensions: teachers’ classroom instruction, teaching and learning resources, and learning activity design. These practices have demonstrated an impact on the students’ engagement, the enrichment of teaching content and improvement in dynamic teaching processes. This research is expected to provide insights into the future development of translanguaging curriculum and pedagogy in CAL education.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46177965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.1515/applirev-2022-0001
Yachong Cui, Shaoqian Luo
Abstract The “writing-to-learn” dimension of the second language (L2) writing has generated theoretical and empirical intrigue in the past decade. Task repetition is one variable of interest; however, little attention has been given to its role in individuals’ writing processes. This study explores the influence of task repetition on L2 Chinese learners’ attention to form by analyzing their writing processes. Four advanced learners of Chinese as a second language (CSL) were asked to complete one writing task twice in 10 days under think-aloud conditions. Language-related episodes (LREs), the representation of writers’ attention to form, in participant-produced think-aloud protocols were analyzed along three dimensions: language-related problems, problem-solving strategies, and depth of processing. Results indicated that task repetition in individual writing contributed to learners’ Chinese acquisition, as learners 1) attended closely to the typological characteristics and new/complex forms of Chinese; 2) strove for precise language expression; and 3) were granted time to access external resources and expand their linguistic repertoire. Implications related to task repetition in L2 writing, L2 Chinese instruction, and associated research are discussed.
{"title":"“Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form","authors":"Yachong Cui, Shaoqian Luo","doi":"10.1515/applirev-2022-0001","DOIUrl":"https://doi.org/10.1515/applirev-2022-0001","url":null,"abstract":"Abstract The “writing-to-learn” dimension of the second language (L2) writing has generated theoretical and empirical intrigue in the past decade. Task repetition is one variable of interest; however, little attention has been given to its role in individuals’ writing processes. This study explores the influence of task repetition on L2 Chinese learners’ attention to form by analyzing their writing processes. Four advanced learners of Chinese as a second language (CSL) were asked to complete one writing task twice in 10 days under think-aloud conditions. Language-related episodes (LREs), the representation of writers’ attention to form, in participant-produced think-aloud protocols were analyzed along three dimensions: language-related problems, problem-solving strategies, and depth of processing. Results indicated that task repetition in individual writing contributed to learners’ Chinese acquisition, as learners 1) attended closely to the typological characteristics and new/complex forms of Chinese; 2) strove for precise language expression; and 3) were granted time to access external resources and expand their linguistic repertoire. Implications related to task repetition in L2 writing, L2 Chinese instruction, and associated research are discussed.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48650420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.1515/applirev-2022-0127
Danping Wang
Abstract This study explores how translanguaging has been enacted in a university-wide curriculum transformation project in an additional language programme in Aotearoa New Zealand. Its aim is to reveal students’ perspectives on integrating Indigenous epistemology into the curriculum of a beginner-level Chinese course. The survey data, collected from 155 students, show that most students react positively to the idea of embedding Indigenous epistemology into language teaching through a translanguaging assessment design. Moreover, students’ translingual practices in their digital multimodal compositions demonstrate that they can enact translanguaging to enable the coexistence of different bodies of knowledge while learning an additional language. Based on these findings, I suggest that language teaching should integrate place-based worldviews that are meaningful to all local students. It is also important to adopt translanguaging as a decolonising approach to facilitate a pluriversal epistemological stance that promotes plurilingualism in language education. The nexus between translanguaging and decoloniality needs to be explored further, as does the possibility for cross-civilisational learning through translanguaging.
{"title":"Translanguaging as a decolonising approach: students’ perspectives towards integrating Indigenous epistemology in language teaching","authors":"Danping Wang","doi":"10.1515/applirev-2022-0127","DOIUrl":"https://doi.org/10.1515/applirev-2022-0127","url":null,"abstract":"Abstract This study explores how translanguaging has been enacted in a university-wide curriculum transformation project in an additional language programme in Aotearoa New Zealand. Its aim is to reveal students’ perspectives on integrating Indigenous epistemology into the curriculum of a beginner-level Chinese course. The survey data, collected from 155 students, show that most students react positively to the idea of embedding Indigenous epistemology into language teaching through a translanguaging assessment design. Moreover, students’ translingual practices in their digital multimodal compositions demonstrate that they can enact translanguaging to enable the coexistence of different bodies of knowledge while learning an additional language. Based on these findings, I suggest that language teaching should integrate place-based worldviews that are meaningful to all local students. It is also important to adopt translanguaging as a decolonising approach to facilitate a pluriversal epistemological stance that promotes plurilingualism in language education. The nexus between translanguaging and decoloniality needs to be explored further, as does the possibility for cross-civilisational learning through translanguaging.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41453944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.1515/applirev-2022-0135
Qi Zhang, Xu Lin, C. Osborne
Abstract Asian scripts that are significantly different from Roman-derived alphabets usually impose difficulties in learning. Translanguaging has therefore been explored as a pedagogical tool for the language classroom, including Chinese. While learning Chinese characters is thought to be one of the main challenges for students learning Chinese as a foreign language (CFL), there seems to be a paucity of up-to-date research into the strategies that adult students use to learn this logographic script. Situated in the translanguaging framework, this study employs the think-aloud method to investigate strategies utilised by a group of CFL beginner adult learners when learning characters. Drawing on the results of five think-aloud exercises with CFL learners over five weeks, as well as follow-up tests of their long-term memory of Chinese characters, this study shows that a variety of translanguaging strategies were utilised during the process of learning Chinese characters, and that overall three types of translanguaging strategies were observed: a) embodiment, b) translanguaging resemblance, and c) hybrid. The proposed typology of translanguaging strategies contributes to the further application of translanguaging as a methodology. It also sheds light on future learning strategy research across different linguistic systems.
{"title":"A think-aloud method of investigating translanguaging strategies in learning Chinese characters","authors":"Qi Zhang, Xu Lin, C. Osborne","doi":"10.1515/applirev-2022-0135","DOIUrl":"https://doi.org/10.1515/applirev-2022-0135","url":null,"abstract":"Abstract Asian scripts that are significantly different from Roman-derived alphabets usually impose difficulties in learning. Translanguaging has therefore been explored as a pedagogical tool for the language classroom, including Chinese. While learning Chinese characters is thought to be one of the main challenges for students learning Chinese as a foreign language (CFL), there seems to be a paucity of up-to-date research into the strategies that adult students use to learn this logographic script. Situated in the translanguaging framework, this study employs the think-aloud method to investigate strategies utilised by a group of CFL beginner adult learners when learning characters. Drawing on the results of five think-aloud exercises with CFL learners over five weeks, as well as follow-up tests of their long-term memory of Chinese characters, this study shows that a variety of translanguaging strategies were utilised during the process of learning Chinese characters, and that overall three types of translanguaging strategies were observed: a) embodiment, b) translanguaging resemblance, and c) hybrid. The proposed typology of translanguaging strategies contributes to the further application of translanguaging as a methodology. It also sheds light on future learning strategy research across different linguistic systems.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44456369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.1515/applirev-2022-0140
Yang Song
Abstract While extensive studies have been devoted to English-medium-instruction programs as a major strategy of internationalization, there is a paucity of research on the content-and-language learning experiences of international students enrolled in non-English-medium-instruction programs in the Asia-Pacific region. Drawing on the notions of translanguaging and sociolinguistic infrastructuring, the present study investigates translanguaging among instructors and international students in Chinese-medium-instruction (CMI) postgraduate programs in the humanities and social sciences departments in a top university in China. Content analysis of student and instructor interviews reveals that despite the monolingual language policy that governs the medium of instruction for international degree programs at the institutional level, translanguaging serves as sociolinguistic infrastructuring to support some international students’ active participation in knowledge construction, as well as to negotiate tensions imposed by epistemic injustice inherent in disciplinary histories in Chinese academia and the enacted CMI curricula. It is argued that, as a defining feature of translanguaging, sociolinguistic infrastructuring highlights the agentive role of both teachers and international students, who coordinate and navigate distributed and diverse material-semiotic conditions, which can be used to foster a decolonial space for knowledge construction in CMI programs. Pedagogical and curriculum design implications are discussed at the end of the article.
{"title":"Translanguaging as sociolinguistic infrastructuring to foster epistemic justice in international Chinese-medium-instruction degree programs in China","authors":"Yang Song","doi":"10.1515/applirev-2022-0140","DOIUrl":"https://doi.org/10.1515/applirev-2022-0140","url":null,"abstract":"Abstract While extensive studies have been devoted to English-medium-instruction programs as a major strategy of internationalization, there is a paucity of research on the content-and-language learning experiences of international students enrolled in non-English-medium-instruction programs in the Asia-Pacific region. Drawing on the notions of translanguaging and sociolinguistic infrastructuring, the present study investigates translanguaging among instructors and international students in Chinese-medium-instruction (CMI) postgraduate programs in the humanities and social sciences departments in a top university in China. Content analysis of student and instructor interviews reveals that despite the monolingual language policy that governs the medium of instruction for international degree programs at the institutional level, translanguaging serves as sociolinguistic infrastructuring to support some international students’ active participation in knowledge construction, as well as to negotiate tensions imposed by epistemic injustice inherent in disciplinary histories in Chinese academia and the enacted CMI curricula. It is argued that, as a defining feature of translanguaging, sociolinguistic infrastructuring highlights the agentive role of both teachers and international students, who coordinate and navigate distributed and diverse material-semiotic conditions, which can be used to foster a decolonial space for knowledge construction in CMI programs. Pedagogical and curriculum design implications are discussed at the end of the article.","PeriodicalId":46472,"journal":{"name":"Applied Linguistics Review","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48292163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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