A Study On Translanguaging In Chinese As A Second Language Classroom For Overseas Students In China

In the 1980 s,in order to solve the problem of language use in Welsh bilingual classrooms,the concept of translanguaging was first proposed and later expanded into a conceptual framework to explain the mixed and creative language in foreign language classrooms.Subsequently,the propositional meaning and the application scope of the term "translanguaging" are still evolving(Yuan & Zhou,2015).As an emerging theory,there are few related empirical studies in China.Based on the theory of translanguaging,this study explores the attitude,perception function and influencing factors of translanguaging of overseas students in Chinese as Second Language(CSL)class in China.In this study,the overseas students from a provincial university in Central China were selected as the research objects,and the data were collected by questionnaires and semi-structured interviews.SPSS 22.0 software is used to analyze the data,in order to investigate the attitude,perceived function and influencing factors of the overseas students in CSL classroom.The purpose of this paper is to provide advice and reference for CSL teachers in the choice of teaching language and teaching strategies.This study focuses on the following three research questions:(1)What is the attitude of Chinese-as-a-second-language(CSL)learners towards classroom translanguaging?(2)How do CSL learners perceive the function of classroom translanguaging?(3)What are the factors that affect the CSL learners’ translanguaging in class?It is found that the overseas students hold a positive attitude towards the translanguaging in the CSL classroom.Students’ perception of the function of translanguaging mainly includes: helping to understand the meaning of Chinese,dealing with unfamiliar topics,launching conversation with classmates or teachers go smoothly,asking teachers questions,answering teachers’ questions,helping each other with peers,better expressing themselves,communicating with others,completing group discussions and other classroom activities or participating in games,and practicing Chinese and English at the same time.The factors that affect students’ translanguaging in Chinese as a second language classrooms include the need to understand the teacher’s language and self-expression,the learning of Chinese vocabulary and concepts,the shaping of self-worth,the need to build ability and confidence,the limited language level,the need for interpersonal communication,Whether the teacher supports or not,the language of the textbook,the need for self-proficiency in Chinese,the communication objects,and the motivation for learning.In the last part of this research,it reflects on the theoretical and practical implications of the research results for the teaching of Chinese as a second language,and also discusses the deficiencies of this research in terms of research objects,When teaching Chinese as a foreign language,teachers need to have professional teaching quality,make full use of multi-modal and multi sensory symbols,and enrich the input methods of teaching information.Subsequent research can expand the research sample,and conduct in-depth research on the translanguaging phenomenon in the Chinese international education classroom from multiple perspectives,so as to improve the universality of the research results.