A Study On The Use Of Translanguaging In Varied-level University EFL Learners’ L2 Writing Process

Translanguaging,as an emerging concept in the field of linguistics,refers to the idea that multilinguals shuttle between languages,and integrate different kinds of language practices into his or her experience base,so as to organize and adjust language learners’ both cognitive understanding process and literacy development.In recent years,there has been a greater focus placed upon translanguaging within the language education literature abroad,which has led to a growing number of studies on translanguaging.Nevertheless,while a majority of the studies pay attention to language learners’ oral use of translanguaging in classroom context,only few of them aim at studying the translanguaging use in language learners’ L2 writing process.However,writing,as one of the productive skills,is too important to be neglected in second language teaching and learning.Therefore,this study,from this perspective,is designed to examine the role of translanguaging during varied-level university EFL learners’ writing process.The research questions are listed as follows:(1)What role does translanguaging play in the pre-writing,while-writing,and post-writing stages of university EFL learners’ writing process?(2)What are the differences or similarities between university EFL learners’ writing with different levels of English proficiency in terms of translanguaging?Data for this study are collected using a keyboard logging software Inputlog,stimulated recall and retrospective interview.9 English-major postgraduates and 9 non-English major undergraduates are recruited as participants.The data on translanguaging use of the 18 participants in pre-writing,while-writing and post-writing stages are described,classified,inductively analyzed and further compared.The current study summarizes the role of translanguaging in university EFL learners’ different stages of L2 writing process,the general process of translanguaging in L2 writing,and the comparison of translanguaging use between learners with different levels of proficiency.The major findings are as follows:(1)Translanguaging plays an important role in university EFL learners’ L2 writing process,and linguistic repertoire is a necessary resource for learners to produce L2 writing.In the prewriting stage,the abstract content from linguistic repertoire plays a leading role in learners’ L2 writing and thinking.In the while-writing stage,the linguistic feature knowledge from linguistic repertoire exerts both positive and negative effects on learners’ L2 writing inn language form and content.In the post-writing stage,the logical knowledge from linguistic repertoire is used by the learners,playing a main role in modifying the logics and coherence of writing structure.(2)In the L2 writing process,translanguaging is used by assembling linguistic repertoire and language practice in university EFL learners’ mind.The process of using translanguaging in L2 writing generally conforms to the three phases: extracting sources,deepening understanding,and making meaning.(3)Certain differences are found between two groups of university EFL learners.Firstly,the majority of two groups of learners use translanguaging to different extents,revealing that learners are dependent on linguistic repertoire of L1 when producing L2 writing;secondly,the lower-level group is characterized by a higher frequency of translanguaging use,revealing that with the improvement of L2 proficiency,the role of translanguaging weakens;thridly,the frequency of translanguaging use in content of lower-level group is hardly different from that of the high-level group,whereas greater difference is found in the aspect of linguistic feature.This study,exihibiting the role of translanguaging in university EFL learners’ L2 writing process,can offer enlightenment and implications for both teachers and students to explore teaching and learning strategies for learners with different levels of L2 proficiency in light of translanguaging.