Startseite Linguistik & Semiotik A think-aloud method of investigating translanguaging strategies in learning Chinese characters
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A think-aloud method of investigating translanguaging strategies in learning Chinese characters

  • Qi Zhang ORCID logo EMAIL logo , Xu Lin und Caitríona Osborne
Veröffentlicht/Copyright: 31. Oktober 2022
Applied Linguistics Review
Aus der Zeitschrift Applied Linguistics Review Band 15 Heft 4

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.

Keywords: Chinese character; learning strategies; translanguaging; trans-semiotising
Corresponding author: Qi Zhang, School of Applied Language and Intercultural Studies, Dublin City University, Dublin, Ireland, E-mail:

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Received: 2022-09-29
Accepted: 2022-10-17
Published Online: 2022-10-31
Published in Print: 2024-07-26

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Special Issue: Power, Linguistic Discrimination and Inequality in English Language Teaching and Learning (ELTL): Reflection and Reform for Applied Linguistics from the Global South; Guest Editors: Fan Gabriel Fang and Sender Dovchin
  3. Editorial
  4. Reflection and reform of applied linguistics from the Global South: power and inequality in English users from the Global South
  5. Research Articles
  6. Translingual English discrimination: loss of academic sense of belonging, the hiring order of things, and students from the Global South
  7. Applied linguistics from the Global South: way forward to linguistic equality and social justice
  8. English high-stakes testing and constructing the ‘international’ in Kazakhstan and Mongolia
  9. The mundanity of translanguaging and Aboriginal identity in Australia
  10. Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms
  11. Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy
  12. Commentary
  13. Transidiomatic favela: language resources and embodied resistance in Brazilian and South African peripheries
  14. Special Issue: Translanguaging Outside the Centre: Perspectives from Chinese Language Teaching; Guest Editor: Danping Wang
  15. Editorial
  16. Translanguaging outside the centre: perspectives from Chinese language teaching
  17. Research Articles
  18. Translanguaging as a decolonising approach: students’ perspectives towards integrating Indigenous epistemology in language teaching
  19. Translanguaging as sociolinguistic infrastructuring to foster epistemic justice in international Chinese-medium-instruction degree programs in China
  20. Translanguaging as a pedagogy: exploring the use of teachers’ and students’ bilingual repertoires in Chinese language education
  21. A think-aloud method of investigating translanguaging strategies in learning Chinese characters
  22. Translanguaging pedagogies in developing morphological awareness: the case of Japanese students learning Chinese in China
  23. Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching
  24. A multimodal analysis of the online translanguaging practices of international students studying Chinese in a Chinese university
  25. Special Issue: Research Synthesis in Language Learning and Teaching; Guest Editors: Sin Wang Chong, Melissa Bond and Hamish Chalmers
  26. Editorial
  27. Opening the methodological black box of research synthesis in language education: where are we now and where are we heading?
  28. Research Article
  29. A typology of secondary research in Applied Linguistics
  30. Review Articles
  31. A scientometric analysis of applied linguistics research (1970–2022): methodology and future directions
  32. A systematic review of meta-analyses in second language research: current practices, issues, and recommendations
  33. Research Article
  34. Topics, publication patterns, and reporting quality in systematic reviews in language education. Lessons from the international database of education systematic reviews (IDESR)
  35. Review Article
  36. Bilingual education in China: a qualitative synthesis of research on models and perceptions
  37. Regular Issue Articles
  38. An interactional approach to speech acts for applied linguistics
  39. “Church is like a mini Korea”: the potential of migrant religious organisations for promoting heritage language maintenance
https://doi.org/10.1515/applirev-2022-0135
Schlagwörter für diesen Artikel
Chinese character; learning strategies; translanguaging; trans-semiotising

Artikel in diesem Heft

  1. Frontmatter
  2. Special Issue: Power, Linguistic Discrimination and Inequality in English Language Teaching and Learning (ELTL): Reflection and Reform for Applied Linguistics from the Global South; Guest Editors: Fan Gabriel Fang and Sender Dovchin
  3. Editorial
  4. Reflection and reform of applied linguistics from the Global South: power and inequality in English users from the Global South
  5. Research Articles
  6. Translingual English discrimination: loss of academic sense of belonging, the hiring order of things, and students from the Global South
  7. Applied linguistics from the Global South: way forward to linguistic equality and social justice
  8. English high-stakes testing and constructing the ‘international’ in Kazakhstan and Mongolia
  9. The mundanity of translanguaging and Aboriginal identity in Australia
  10. Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms
  11. Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy
  12. Commentary
  13. Transidiomatic favela: language resources and embodied resistance in Brazilian and South African peripheries
  14. Special Issue: Translanguaging Outside the Centre: Perspectives from Chinese Language Teaching; Guest Editor: Danping Wang
  15. Editorial
  16. Translanguaging outside the centre: perspectives from Chinese language teaching
  17. Research Articles
  18. Translanguaging as a decolonising approach: students’ perspectives towards integrating Indigenous epistemology in language teaching
  19. Translanguaging as sociolinguistic infrastructuring to foster epistemic justice in international Chinese-medium-instruction degree programs in China
  20. Translanguaging as a pedagogy: exploring the use of teachers’ and students’ bilingual repertoires in Chinese language education
  21. A think-aloud method of investigating translanguaging strategies in learning Chinese characters
  22. Translanguaging pedagogies in developing morphological awareness: the case of Japanese students learning Chinese in China
  23. Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching
  24. A multimodal analysis of the online translanguaging practices of international students studying Chinese in a Chinese university
  25. Special Issue: Research Synthesis in Language Learning and Teaching; Guest Editors: Sin Wang Chong, Melissa Bond and Hamish Chalmers
  26. Editorial
  27. Opening the methodological black box of research synthesis in language education: where are we now and where are we heading?
  28. Research Article
  29. A typology of secondary research in Applied Linguistics
  30. Review Articles
  31. A scientometric analysis of applied linguistics research (1970–2022): methodology and future directions
  32. A systematic review of meta-analyses in second language research: current practices, issues, and recommendations
  33. Research Article
  34. Topics, publication patterns, and reporting quality in systematic reviews in language education. Lessons from the international database of education systematic reviews (IDESR)
  35. Review Article
  36. Bilingual education in China: a qualitative synthesis of research on models and perceptions
  37. Regular Issue Articles
  38. An interactional approach to speech acts for applied linguistics
  39. “Church is like a mini Korea”: the potential of migrant religious organisations for promoting heritage language maintenance
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