A Correlation Study Between Senior High School Students’ Language Use And Attitude In English Class And Their English Achievements From The Perspective Of Translanguaging

As a new paradigm in the field of applied linguistics and multilingual education,translanguaging has a greatly influential effect on the research of language education in recent years,but its application and guidance in EFL teaching is comparatively scarce.As a pedagogy strategy in bilingual education,translanguaging can effectively promote learners’ language learning efficiency.With the recognition in mind,the author assumes that there is the fact that students still have translingual practices in the so-called “English-only immersion” class and the relation between their translingual practices and English achievement.Therefore,this thesis attempts to conduct a correlational study between senior high school students’ language use and attitude in EFL class and their English achievement in terms of the translanguaging theory.Based on the research task,the following questions are supposed to be explored.(1)What is the situation of the senior high school students’ language use in EFL class?(2)What are the senior high school students’ attitudes towards language use in EFL class?(3)Is there any correlation between senior high school students’ language use in class and their English achievement? If “Yes”,what is the correlation between them?(4)Is there any correlation between senior high school students’ attitude to language use in class and their English achievement? If “Yes”,what is the correlation between them?The main research methods used in this thesis are questionnaire and classroom observation.The structure and design of the questionnaire was based on Wu Meili’s(2017)study.It is composed of three parts: basic information of research subjects,situation of students’ language use and students’ attitude to language use in EFL class.In order to ensure the validation and quality of the research data,the method of class observation with video recordings was also employed in the study.The content of class observation was focused on students’ language use,and the recording tool was used to document the materials of teachers and students’ words and discourses in EFL class.SPSS 23.0 was adopted to analyze the questionnaires in the research.The results of the research demonstrated that 90.8% of senior high school students speak Chinese in EFL class.Senior high school students who agree to use Chinese in EFL class take up 65.8%,and a few of them also agree to use local Chinese dialect or minority languages.91.5% of senior high school students hope to speak both English and Chinese to improve learning effects and teaching proficiency in EFL class.There is a strongly positive correlation between senior high school students’ language(s)use in EFL class and their English achievement,and there is a positive correlation between language use of senior high school students’ expressing themselves and taking notes and their English achievements.There is also a correlation between senior high school students’ attitude to language use and their English achievement.This study may have proved the pedagogical guidance of translanguaging theory in senior high school English teaching.