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, 2019; Zhang & Ren, 2022), the phenomenon of self-praise (Ren & Guo, 2022) etc, have mainly focused on the classified categories of TSs or the specific linguistic phenomena. There is a lack of systematic and comprehensive research on the effects of TSs in digital communication. Therefore, this study selected TSs Chinese netizens use of social media as the research topic to explore their impact on digital communication, which has particular research significance. 

Chapter Two LITERATURE REVIEW

2.1 The Origin of Translanguaging

As for the origin of translanguaging, most scholars have agreed that it originated from the Welsh Revival movement. In Wales, in the 1960s, more and more radio and television programs replaced the Welsh with English and began to be promoted on a large scale. In the media, education, and daily life, the native Welsh was at a disadvantage. In the 1970s, the Welsh revival gained the attention of the government and the educational establishment in Welsh. And then, Williams (1996), an educator in Bangor, and his team developed 'trawsieithu'(a bilingual teaching practice) for the language learning of primary and secondary schools in Wales. Baker (2010) subsequently translated 'trawsieithu' into English 'translanguaging,' which he believed was the use of two languages to make meaning, shape experience, acquire knowledge, understand, and digest knowledge. Lewis, Jones, and Baker (2012) further extended Baker's definition of translanguaging, arguing that 'both languages organize and coordinate the brain's understanding process in a dynamic and functionally integrated way.'

It can be seen that translanguaging does not appear as a theory at the beginning but as a teaching practice. Under various educational backgrounds of schools or teaching and different language backgrounds of learners, translanguaging has been proved to be an effective teaching practice (Canagarajah, 2011; Garcia & Kleyn, 2016; Cenoz & Gorter, 2021). In recent years, the term seems to have captured people's imaginations, and there is a growing impression that any slightly unconventional practice can be described in a translanguaging way. It has been applied in many fields, such as pedagogy, daily social interaction, cross-modal and multi-modal communication, linguistic landscape, visual arts, music, etc. (Gorter & Cenoz, 2015; Gritsenko & Aleshinskaya, 2015; Lee & Li, 2020).

2.2 The Development of Translanguaging

This study adopted the definition of translanguaging proposed by Li (2018). Firstly, it has been admitted that translanguaging originated from the revival of Welsh in the 20th century. However, with the upsurge of its research, its connotation is no longer limited to bilingual education, and its key concepts are constantly extended and gradually theorized. According to Li (2018), translanguaging is a practical theory. The primary goal of a practical theory is not to provide predictions or solutions but instead can be used to observe, explain and understand other practices and phenomena, and the theory should give a principled choice between competing explanations and enhance future practice. That is to say, the theory is based on practice and turns to serve practice. Thus, translanguaging is not described and analyzed as a goal or a l本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。