Asian scripts that are significantly different from Roman-derived alphabets usually impose difficulties in learning. Translanguaging has therefore been explored as a pedagogical tool for the language classroom, including Chinese. While learning Chinese characters is thought to be one of the main challenges for students learning Chinese as a foreign language (CFL), there seems to be a paucity of up-to-date research into the strategies that adult students use to learn this logographic script. Situated in the translanguaging framework, this study employs the think-aloud method to investigate strategies utilised by a group of CFL beginner adult learners when learning characters. Drawing on the results of five think-aloud exercises with CFL learners over five weeks, as well as follow-up tests of their long-term memory of Chinese characters, this study shows that a variety of translanguaging strategies were utilised during the process of learning Chinese characters, and that overall three types of translanguaging strategies were observed: a) embodiment, b) translanguaging resemblance, and c) hybrid. The proposed typology of translanguaging strategies contributes to the further application of translanguaging as a methodology. It also sheds light on future learning strategy research across different linguistic systems.

中文翻译：

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汉字学习中语言转换策略的有声思考法研究

与源自罗马的字母显着不同的亚洲文字通常会给学习带来困难。因此，跨语言已被探索作为语言课堂的教学工具，包括中文。虽然学习汉字被认为是学习汉语作为外语 (CFL) 的学生的主要挑战之一，但似乎缺乏对成人学生用来学习这种象形文字的策略的最新研究. 本研究基于跨语言框架，采用有声思考的方法来调查一组 CFL 初级成人学习者在学习汉字时使用的策略。根据在五周内与 CFL 学习者进行的五次有声思考练习的结果，以及对他们长期汉字记忆的后续测试，这项研究表明，在学习汉字的过程中使用了多种翻译策略，并且观察到三种类型的翻译策略：a）体现，b）翻译相似，c）混合。所提出的跨语言策略类型学有助于跨语言作为一种方法论的进一步应用。它还阐明了未来跨不同语言系统的学习策略研究。所提出的跨语言策略类型学有助于跨语言作为一种方法论的进一步应用。它还阐明了未来跨不同语言系统的学习策略研究。所提出的跨语言策略类型学有助于跨语言作为一种方法论的进一步应用。它还阐明了未来跨不同语言系统的学习策略研究。