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Reimagining English language learners from a translingual perspective / Jason Anderson.
// ELT Journal, Volume 72, Issue 1, (16 January 2018) 72/1 2018.p. 26–37. This article explores the potential implications of theorizing in translingualism and translanguaging for foreign language teaching and learning. I discuss key terminology and introduce a translingual continuum as a potential way to understand language use practices both within and across communities. I report on an exploratory study into the self-identified future language use profiles of 116 adult EFL learners studying in the United Kingdom, the majority of whom perceive a need for translingual practices in their varied futures. I discuss the implications, both of these findings and other research for language teaching pedagogy, considering how translingual competence may differ from communicative competence, and providing practical suggestions for teachers working in different contexts. I also discuss how reimagining the language classroom as a translingual community potentially provides a way of redefining notions of authenticity and the role of the teacher as a translingual practitioner, thereby avoiding the divisive native-speaker–non-native-speaker dichotomy.
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噪音背景对第二语言学习者汉语词语识别和句子理解的影响 = Word Recognition and Sentence Comprehension in Background Noise by Students Learning Chinese as a Second Language. / Zhang Linjun.
// Shijie Hanyu Jiaoxue. 2013, Vol. 27. 392-399 p. This study examines the effects that background noise may have on the comprehension of Chinese speech by students learning Chinese as a second / foreign language. The results show that while word recognition and sentence comprehension are affected by both proficiency in Chinese and signal-to-noise ratios,learners’performances differ to some extent in the two tasks. Furthermore,both word recognition and sentence comprehension correlate positively with lexical tone recognition,no matter whether in quiet or in background noise conditions. On the basis of such findings,we propose that more classroom activities should be designed to simulate real communication situations and improve learners’ability of tone recognition so that they can better comprehend Chinese speech in background noise.
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