Enhancing second language motivation and facilitating vocabulary acquisition in an EFL classroom through translanguaging practices

作者：Xince Wang, Chunlai Xia, Qiujie Zhao, Liping Chen · 发表于：Applied Linguistics Review · 年份：2025 · DOI：10.1515/applirev-2024-0292 · 被引用次数：27

Abstract With the growing prominence of bilingual and multilingual education, translanguaging has garnered increasing attention. This approach not only challenges traditional English-as-a-Foreign-Language (EFL) research, which has historically focused on specific learning outcomes, but also shifts the emphasis to the dynamic processes involved in Second Language (L2) teaching and learning. By integrating multilingual and multimodal resources, translanguaging enhances students’ L2 motivation and vocabulary acquisition in the EFL classroom. This study adopts translanguaging as both a pedagogical tool and an analytical lens, offering insights into how the teacher uses translanguaging in designing the course and conducting vocabulary instruction. New characteristics of teachers’ translanguaging practices in vocabulary instruction are identified from the dynamic process of teacher-student meaning-making through translanguaging practices. Participants from focus group report the shift of L2 Motivational Self System from Ought-to L2 Self to Ideal L2 Self and L2 Learning Experience, the enhancement of L2 motivation, and cognitive, interactive, and motivational benefits from translanguaging practices. Overall, this research contributes to the growing body of literature on translanguaging, highlighting its role in creating a more inclusive and effective L2 learning environment in EFL settings. It also offers practical recommendations for educators to enhance students’ motivation, engag...