Abstract
This study explores the translanguaging strategies used in internet slang on Douyin, a popular social media platform in China. By analyzing 331 examples (encompassing 313 translanguaging strategies), we investigate how individuals utilize various translanguaging resources, including multimodal, multilingual, multisemiotic, and multisensory resources, to manage their online self-presentation. Our findings suggest that multilingual resources, such as new Chinglish, Pinyin initialism, and hybrid words (combining Chinese, English, and Arabic numerals), were the most frequently used strategies. Additionally, we found that multisensory resources, including homophonic puns and modal particles, were also commonly utilized. In contrast, multimodal resources, such as emojis, and multisemiotic resources, such as keyboard-generated emoticon, hashtag, and punctuation mark, were less frequently employed. These findings reveal that Chinese internet users display a high degree of creativity and adaptability in their online communication, drawing on a wide range of linguistic and semiotic resources to express their identities and project their desired image. Overall, this study highlights the importance of translanguaging in online communication and its role in shaping self-presentation in the digital age.
Funding source: Shanghai Normal University’s “Comparative Linguistics and International Communication of Chinese” Innovation Team
Award Identifier / Grant number: 202106140059
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© 2024 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Interactional features in second language classroom discourse: variations across novice and experienced language teachers
- English-medium instruction and impact on academic performance: a randomized control study
- ESL classroom interactions in a translanguaging space
- Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement
- Translingual practice as a representation of heritage languages and regional identities in multilingual society
- Pedagogical implications of translingual practices for content and language integrated learning
- Understanding micro-blogging users’ translanguaging in Chinese language play: a qualitative phenomenological approach
- Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?
- Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
- Africatown in Guangzhou as geosemiotic assemblage: connecting multilingualism, store signs, and chronotopes
- “I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea
- Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles
- When women’s empowerment meets health communication: a critical discourse analysis of the WeChat official account “Health China”
- “I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment
- How ‘good-enough’ is second language comprehension? Morphological causative and suffixal passive constructions in Korean
- The predictive effect of language achievement on multiple emotions in languages other than English: validating a distal mediation model based on the control-value theory
- Narratives of the self in bilingual speakers: the neurophenomenal space
- Uncovering English as a foreign language teacher resilience: a structural equation modeling approach
- Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students
- Investigating translanguaging strategies and online self-presentation through internet slang on Douyin (Chinese TikTok)
- Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision
- Languages ontologies in higher education: the world-making practices of language teachers
- English loanwords in Hong Kong Cantonese: false friend cognates and English vocabulary acquisition
- Artificial intelligence and posthumanist translation: ChatGPT versus the translator
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Interactional features in second language classroom discourse: variations across novice and experienced language teachers
- English-medium instruction and impact on academic performance: a randomized control study
- ESL classroom interactions in a translanguaging space
- Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement
- Translingual practice as a representation of heritage languages and regional identities in multilingual society
- Pedagogical implications of translingual practices for content and language integrated learning
- Understanding micro-blogging users’ translanguaging in Chinese language play: a qualitative phenomenological approach
- Do teachers’ well-being and resilience predict their Foreign Language Teaching Enjoyment (FLTE)?
- Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
- Africatown in Guangzhou as geosemiotic assemblage: connecting multilingualism, store signs, and chronotopes
- “I’m not angry!”: language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea
- Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles
- When women’s empowerment meets health communication: a critical discourse analysis of the WeChat official account “Health China”
- “I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment
- How ‘good-enough’ is second language comprehension? Morphological causative and suffixal passive constructions in Korean
- The predictive effect of language achievement on multiple emotions in languages other than English: validating a distal mediation model based on the control-value theory
- Narratives of the self in bilingual speakers: the neurophenomenal space
- Uncovering English as a foreign language teacher resilience: a structural equation modeling approach
- Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students
- Investigating translanguaging strategies and online self-presentation through internet slang on Douyin (Chinese TikTok)
- Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision
- Languages ontologies in higher education: the world-making practices of language teachers
- English loanwords in Hong Kong Cantonese: false friend cognates and English vocabulary acquisition
- Artificial intelligence and posthumanist translation: ChatGPT versus the translator