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he senior high school students’ language use in EFLclass? In the second, what are the senior high school students’ attitudes towardslanguage use in EFL class? In the third, is there any correlation between senior highschool students’ language use in class and their English achievement? If “Yes”, whatis the correlation between them? In the end, is there any correlation between seniorhigh school students’ attitude to language use in class and their English achievement?If “Yes”, what is the correlation between them? Four questions aim to realize a fewgoals which contain knowing and controlling the language use of senior high schoolstudents in EFL class, understanding senior high school students’ attitude to languageuse in EFL class, and the correlation between senior high school students’ languageuse in class and their English achievement, and the correlation between senior highschool students’ attitude to language use in class and their English achievement.

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Chapter Two Literature Review

2.1 Origin and Concept of Translanguaging

2.1.1 Origin of Translanguaging

Translanguaging was firstly derived from Williams in the 1990s as ‘trawsieithu’,which refers to a pedagogical practice where students in bilingual classrooms (Welshand English) (García & Lin, 2017). While there is another point that translanguagingoriginated from four points: The first, it was from the movement of Welsh; the second,it’s rooted in languaging; the third, it hailed from the development of code-switching,for which the research of code-switching opens characteristics’ comprehension andfield of vision in types and purposes of language transfer and demonstrates socialidentity, national identity as well as language identity of bilinguals and multilinguals;finally, it is synonymous with code-mixing (Liang & Wang, 2020).

Li (2018) pointed out translanguaging stemmed from the term of languaging, itmeans employing languages to obtain knowledge, producing meaning, expressing trueideas from the inner world and communicating with others (Swain, 2006 & Maschler,2009). Therefore, we have the idea that languaging is a process or dynamics ratherthan a state or static form. Even though Li (2011: 1222) illustrated the origination oftranslanguaging from languaging, it goes between different linguistic structures andsystems, including different modalities (listening, speaking, reading, writing, signing,singing, and remembering and so on) and going beyond them. Multimodalitylanguage including any semiotic resources, and semiotic resources include larger,more holistic types of meanings, for example, at the level of discourse and rhetoric. In the case of oral language use, they also include patterns for taking turns, andparalinguistic resources such as intonation, stress, tempo, pausing, and other suchfeatures that accompany talk as well as the full array of nonverbal signs--gestures,facial expressions, body positioning, accompanying action, head movement, etc. Inthe case of written language, resources also include orthographic and typographicrepresentations. Semiotic resources further include visual, graphic, and auditorymodes of meaning-making. (Kress, 2009)

Table 3.2-1 Basic Information of Research Subjects