{"title":"Translanguaging in second language writing processes","authors":"Sheng Tan","doi":"10.1016/j.linged.2024.101333","DOIUrl":null,"url":null,"abstract":"<div><p>Little research explored how frequently and for what functions translanguaging occurs during second language (L2) writing processes. To fill this research gap, the study analysed translanguaging occurrences in 53 undergraduates’ L2 writing processes. Translanguaging data were collected through think-aloud protocols, computer screen recordings, stimulated recall, and written drafts. Data analyses yielded four main findings: (1) on average, learners of varied L2 proficiency levels translanguaged frequently during their L2 writing processes; (2) reasoning was the least frequently performed translanguaging function, while repetition was the most frequently performed translanguaging function; (3) the lower-level L2 students performed translanguaging significantly more often than did their higher-level counterparts; (4) the higher-level L2 students translanguaged for monitoring significantly less often than did their lower-level counterparts. This study can contribute to the literature on translanguaging by exploring cognitively mediational roles of translanguaging and examining potential influences of L2 proficiency on the frequencies and functions of translanguaging.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"83 ","pages":"Article 101333"},"PeriodicalIF":1.6000,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0898589824000664/pdfft?md5=017898b6b6a75584b27aad507c55fc2d&pid=1-s2.0-S0898589824000664-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589824000664","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Little research explored how frequently and for what functions translanguaging occurs during second language (L2) writing processes. To fill this research gap, the study analysed translanguaging occurrences in 53 undergraduates’ L2 writing processes. Translanguaging data were collected through think-aloud protocols, computer screen recordings, stimulated recall, and written drafts. Data analyses yielded four main findings: (1) on average, learners of varied L2 proficiency levels translanguaged frequently during their L2 writing processes; (2) reasoning was the least frequently performed translanguaging function, while repetition was the most frequently performed translanguaging function; (3) the lower-level L2 students performed translanguaging significantly more often than did their higher-level counterparts; (4) the higher-level L2 students translanguaged for monitoring significantly less often than did their lower-level counterparts. This study can contribute to the literature on translanguaging by exploring cognitively mediational roles of translanguaging and examining potential influences of L2 proficiency on the frequencies and functions of translanguaging.
期刊介绍:
Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.