来华留学生课堂超语实践及其动因研究

International Students’ Translanguaging Practices and Their Motivations in CFL Classrooms in China

摘要: 基于超语理论，本文采用课堂观察与半结构式访谈方法，考察高校中文课堂中来华留学生的超语实践类型及其动因。研究发现，来华留学生在课堂中普遍通过语言转换、多模态资源协同、多码笔记、双语学习材料使用以及借助数字工具理解文本等方式开展超语实践。其动因主要包括提高交际效率、促进学习内容理解、降低学习时间成本、缓解课堂焦虑、核实信息理解、维护文化多样性以及同伴影响。研究表明，超语实践是来华留学生在特定教学情境中基于现实学习需求形成的常态化课堂语言实践。本文据此对中文课堂的语言使用观念与教学实践提出相应启示。

Abstract: Grounded in translanguaging theory, this study investigates the types and underlying motivations of translanguaging practices among international students in Chinese-as-a-foreign-language (CFL) classrooms at the tertiary level. Drawing on classroom observations and semi-structured interviews, the study reveals that international students frequently engage in translanguaging through language switching, the coordinated use of multimodal resources, multi-code note-taking, the use of bilingual learning materials, and digital tools for text comprehension. The motivations for these practices mainly include enhancing communicative efficiency, facilitating content understanding, reducing learning time costs, alleviating classroom anxiety, verifying the accuracy of comprehension, maintaining cultural diversity, and peer influence. The findings suggest that translanguaging constitutes a routine classroom language practice shaped by learners’ practical learning needs and the instructional context. Based on these findings, pedagogical implications are discussed with regard to language use orientations and teaching practices in CFL classrooms.