Tipo: artículo

Metodología: estudio empírico

Temas: translingüismo

Resumen:

Translanguaging has thrived as a pedagogy for second language (L2) acquisition because of its potential in maximizing L2 learners’ communicative repertoire. However, limited attention has been paid to how translanguaging can influence L2 speaking within the framework of task-based language teaching (TBLT). This study explored how different language use (i.e., L2 only and translanguaging) in collaborative pre-task planning contributed to L2 learners’ subsequent monologic speaking performance, as measured by complexity, accuracy, fluency (CAF), and idea units. The planning behaviours were also examined to offer explanations for the differences in learners’ speaking performance. Altogether 72 undergraduate students from a Chinese university voluntarily participated in this study. The results showed that translanguaging planning...

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