CONSCLOUSNESS—RAISING OR EXPLICIT INSTRUCTION?——A REVIEW OF CELCE—MURCIA'S“GRAMMAR PEDAGOGY IN SECOND AND FOREIGN LANGUAGE TEACHING”

Introduction There is a general consensus among language learning theorists,educational psycholo-gists,and language—teaching professionals that the learning of anything does not occur in avacuum.That is,successful language learning of whatever kind comes out only when what isto be learned can be meaningfully related to something that is already known.Learning,inother words,must take place within some kind of familiar context or framework——an ex-tension of the familiar to the unfamiliar,if you will.The natural question to raise,then,iswhat such"frameworks"——and ones familiar to the learner——we might identify for thelearning of second/foreign language grammar.In what way,we are entitled to ask,wouldgrammatical consciousness—raising fit into this roughly—drawn,very general picture of lan-

The Impact of World English Paradigm on English Language Teaching

With the development of internationalization,English has gradually become the medium of international communication.As English is learned and used as a second language by people from different countries,nationalities and cultures,English teachers pay more and more attention to the communication and interaction of language users around the world,and World English paradigm is noticed in the classroom.This paper introduces the attitudes of different countries towards the learning and use of different English variants in the Three Circle Model,and briefly describes the formation and development of Chinglish in China,and discusses the influence of the application of World English paradigm in English teaching from both positive and negative aspects.The use of World English paradigm in English classroom is conducive to learners'development of their communicative competence and cultural identity.However,using World English paradigm will also affect teachers'ability to distinguish English variants and errors in the sense of SLA.In English classroom,teachers should choose teaching materials from the perspective of multiculturalism and receive corresponding training to avoid the risk of using World English paradigm and effectively improve students'English communication level.

A Polite and Respectful Acceptance——Implicit Function of Refusal in Chinese from Pedagogical Perspective

This paper discusses the implicit function of refusal expressions that has been used by Chinese native speakers when responding to people’s offerings.By analyzing three conversations regarding how Chinese people have accepted people’s offerings during different time periods(1960’s,1980’s,and 2000’s),the author argues that the verbal refusal in reacting to people’s offerings(especially gifts)does not literally mean“No,I don’t want it.”Instead,it is a way to show humility,politeness,and respect to the gift giver,and it functions as an implicit form of acceptance.By referring to three excerpts chosen from The Book of Rites(Liji禮記),the author demonstrates the Chinese cultural values and cultural themes,focusing on what Chinese people say and do to show respect and politeness when dealing with gifts or other friendliness related offerings.The paper finds two pedagogical implications:1)it is the instructor’s responsibility to highlight the verbal and non-verbal behaviors that both native speakers and language learners do not ordinarily notice in language class,and 2)the repetitive contextualized performances in different levels of learning are necessary and play crucial roles in teaching and learning.