Translanguaging Pedagogy in Tutor's Oral Corrective Feedback on Chinese EFL Learners' Argumentative Writing

Autor/inn/en	Wang, Yibei; Li, Danli
Titel	Translanguaging Pedagogy in Tutor's Oral Corrective Feedback on Chinese EFL Learners' Argumentative Writing
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 7 (2022), Artikel 33 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Yibei) ORCID (Li, Danli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40862-022-00170-5
Schlagwörter	Translation; Applied Linguistics; Tutors; Tutoring; Oral Language; Feedback (Response); Second Language Learning; English (Second Language); Foreign Countries; Persuasive Discourse; Writing (Composition); Writing Instruction; China + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Persuasion; Persuasive Kommunikation; Schreibübung; Schreibunterricht
Abstract	Translanguaging pedagogy has widely attracted interests from studies of second or foreign language teaching. Corrective feedback has long been recognized for its value on improving second language learning outcomes. However, limited attention has been given to the potential influence of translanguaging in the process of corrective feedback on learners' second language writing performance, especially the influence of oral corrective feedback. This paper aims at exploring the effects of translanguaging in tutors' oral corrective feedback (OCF) on Chinese EFL learners' argumentative writing in six-week writing tutorials. 12 first-year Chinese college students and a Chinese tutor of English participated in the study at a university in Central China. The findings showed positive effects of translanguaging in OCF on Chinese EFL students' argumentative writing performance. It attempts to make some contributions to EFL writing instruction. Teachers can alter their monolingual medium of English only to adapt to students' needs, focus on students' language practices, and create a language education ecological environment through translanguaging pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01