音译
能力(人力资源)
对话
社会学
语言学
透视图(图形)
心理学
教育学
计算机科学
社会心理学
哲学
人工智能
作者
Miaomiao Zuo,Steve Walsh
标识
DOI:10.1080/19463014.2021.1960873
摘要
This study considers translation as a joint enterprise in the management of both linguistic translation and associated meaning-making resources in English language teacher talk from a translanguaging perspective. Analysis of classroom teaching in Chinese universities using conversation analysis (CA) under the SETT (self-evaluation of teacher talk) framework reveals that the sequential patterns of translation go beyond the linguistic structure and are assimilated into a translanguaging pedagogical frame in alignment with dynamic L2 classroom modes. The findings contribute to an understanding of translanguaging effect within certain L2 classroom contexts. As such, the research further informs the appropriate use of translation/translanguaging practice to develop classroom interactional competence.
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