Translanguaging learning strategies (TLS)
A novel proposal from learning Chinese
Bibliographic Data
| ID | 21822804 |
|---|---|
| Authors | Qi Zhang (0009-0000-5229-2496, Dublin City University), Caitríona Osborne (0000-0002-7989-4128, University College Dublin), Lin Xu (0000-0002-4074-3883), Xu Lin (0000-0001-6171-0864, University of Bath) |
| Year | 2024 |
| Volume | 15 |
| Issue | 2 |
| Pages | 218-243 |
| Publication date | 2024-09-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Chinese Language and Discourse An International and Interdisciplinary Journal (JOURNAL) |
| Journal identifiers | ISSN: 1877-7031 • E-ISSN: 1877-8798 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/cld.24005.zha |
| OpenAlex | W4402190142 |
| Language | EN |
| Citations received | 2 |
| References cited | 56 |
Using the think-aloud protocol (TAP), the study investigates the strategies used by beginner and pre-intermediate learners of Chinese when studying Chinese characters through typing. Drawing on concepts from translanguaging, embodiment and LS (learning strategies), a novel notion of translanguaging learning strategies (TLS) and an innovative typology of TLS were proposed. The study found that the pre-intermediate group tended to resort to TLI (translanguaging interdependency) and IE (imagined embodiment) more often than the beginners. TLS for typing were also compared with those for handwriting. While CFL learners mainly relied on HE (haptic embodiment) when typing to learn, a wider range of TLS, including IE, TLI and TSI (trans-semiotising interdependency), were drawn from during handwriting. As a pioneer in situating learning strategies in a translanguaging framework, the study calls for further empirical research to validate the proposal of TLS and its typology
Handwriting · Interdependence · Linguistics · Mathematics education · Pedagogy · Sociology · Translanguaging · Typology · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Artificial Intelligence
The Think-Aloud Controversy in Second Language Research
Protocol Analysis
Translanguaging
A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies
Embodied cognition
Individual Differences in Second Language Learning
A New Approach to Assessing Strategic Learning
Reconceptualizing Strategic Learning in the Face of Self-Regulation
Translingual Practice as Spatial Repertoires
Comparison studies of typing and handwriting in Chinese language learning
A think-aloud method of investigating translanguaging strategies in learning Chinese characters
Factors influencing the learning of Chinese characters
Theories of trans/languaging and trans-semiotizing
The think aloud method
A systematic review of language learner strategy research in the face of self-regulation
Translanguaging and semiotic assemblages
Strategies used in learning Chinese vocabulary by adolescent Mandarin-Korean bilinguals in Korea
Translanguaging and the body
A context‐specific research tool to probe the out‐of‐class vocabulary‐related strategies of study‐abroad learners
An investigation of Chinese-character learning strategies among non-native speakers of chinese
Metacognitive beliefs and strategies in learning Chinese as a foreign language
The third wind of language learning strategies research
Why Learning To Write Chinese Is a Waste of Time
Self‐Regulation in Second Language Learning
Translanguaging as a Practical Theory of Language
Translanguaging Identities and Ideologies
Reconceptualizing Reactivity of Think-Alouds and Eye Tracking
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |