Chinese graduate students’ translanguaging practice in the context of academic writing in English
Chinese graduate students’ translanguaging practice in the context of academic writing in English
复制标题
中国研究生英语学术写作背景下的跨语言实践
DOI：
10.1515/applirev-2021-0020
复制
发表时间：
2021
影响因子：
2.6
通讯作者：
Xenia Hadjioannou
中科院分区：
文献类型：
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作者：
Xuezi Zhang;Xenia Hadjioannou
摘要本研究探讨了中国研究生英语学术论文写作中语言过程的复杂性。利用定性的个案研究方法，我们发现，跨语言普遍存在于中国研究生参与者的写作过程。参与者利用跨语言工具和策略，通过访问和利用中文资源来支持他们的英语写作，使用中文来支持思考和起草，并将识字知识融入他们的语言库。然而，对这些做法的负面看法导致了矛盾的双语身份，并阻碍了他们作为作家。研究结果还揭示了感知障碍和过程中的障碍，挑战的参与者在撰写英语学术文本。该研究强调了创建跨语言空间以支持国际学生接受高等教育的重要性，但也需要提供学术写作指导以支持他们的学术表现。
Abstract This study explores the complexity of the languaging processes of Chinese graduate students in the context of their English academic writing. Utilizing a qualitative case study approach, we found that translanguaging was ubiquitously present in the writing processes of the Chinese graduate student participants. The participants leveraged translanguaging tools and strategies to support their English writing by accessing and utilizing resources in Chinese, using Chinese to support thinking and drafting, and integrating literacy knowledge across their linguistic repertoires. However, negative perceptions of these practices contributed to ambivalent bilingual identities and hindered them as writers. Findings also revealed perceived barriers and process hindrances that challenged the participants when composing academic text in English. The study highlights the importance of creating translanguaging spaces to support international students in higher education, but also the need to provide instruction in academic writing to support their academic performance.