英语论文网

As a new concept proposed and developed abroad, translanguaging has beenwidely used and invested in applied linguistics and second language (L2) research inwestern countries. A concept of translanguaging has been illustrated in Section 2.1and Section 2.2, but the study of translanguaging is still at the beginning stage inChina.

Firstly, the concept of translanguaging in western countries was initiallyintroduced by Yuan and Zhou (2015). They explained the origin of translanguagingwhich is from Welsh, introduced the conceptions of translanguaging, analyzed thetrans-perspective on language and language acquisition, reviewed the theoretical andempirical studies over the decade and pointed out their strengthens and weaknesses,and further implications for college foreign language teaching in China.

Then, Shan (2018) argued that translanguaging relates to a pedagogic strategy topromote effective teaching and learning based on students’ whole linguistic repertoirein tertiary multilingual classroom of Dong area. Guo (2019) investigated the reasonsof some young learners still have translingual practices in “English-immersion”program are that assist solving problems and expressing themselves in English-onlyclass. Du (2019) argued that transnational immigrants and local public practionersgenerally use translanguaging as an alternate strategy to meet the languagecommunication in daily life when they face multilingual communication problemscaused by language barriers. The popularity in Shanghai would use multiple languageresources to enhance people’s communicative ability in multilingual context throughtranslanguaging.

.............................

Chapter Three Methodology.......................................19

3.1 Research Questions............................................19

3.2 Research Subjects................................................19

3.3 Research Methods..................................21

Chapter Four Results and Discussion........................................27

4.1 Situation of Senior High School Students’ Language Use in EFL Class.......27

4.2 Situation of Senior High School Students’Attitudes to Language Use in EFLClass .......................................31

Chapter Five Conclusion......................38

5.1 Major Findings of This Study......................................38

5.2 Implications for Senior High School English Teaching...................................41

Chapter Four Results and Discussion

4.1 Situation of Senior High School Students’ Language Use inEFL Class

The frequency analysis was chosen to learn about the concrete situation of seniorhigh school students’ attitudes to language use in EFL class in four items. The firstitem is that “Do you agree to speak both English and Chinese in EFL class?”. Thesecond item is that “Do you agree with your English teacher's more English thanChinese in EFL class?”. And additionally, “Do you endorse students to speak bothEnglish and Chinese in EFL class”. Last, “Do you think what langu本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。