Teaching English as an International Language:in Chinese Context

This paper describes the spread of English worldwide and its practical and educational consequences.Also,the author explores the implications of English as an international language for current teaching methods in Chinese context.

Influence of English as an international language on cultural teaching

The implications brought about by the present international status of English for English language teaching （ELT） are enormous; however, the aim of this paper is to bring to light the shifting notion of target cultures and elaborate on the possible reasons based on the characteristics of English as an international language （EIL） and its use in a global sense for international communication. Suggestions are then provided with regard to the teaching of ＂language-and-culture＂ for Chinese college students from a realistic perspective of current world uses of English.

Using Communicative Language Teaching of English in Spoken English for the Major of International Economics and Trade

Enhancing the ability of oral communication is the general trend of language teaching in China. Through analyzing the characteristics of International Economics and Trade Major, this paper identifies and analyses contextual factors in English Language Teaching in the major, and discusses the practices of communicative language teaching which could be adapted to this context, in which learners are undergraduates of International Economics and Trade, then the importance and difficulties of the teaching approach has been highlighted.

An Investigation into Typical English Language Use Tasks across Jobs by International Talents

Along with the progress of economic globalization and the Belt and Road Initiative,there is a great need for international talents with global vision,knowledge of international rules and regulations,English language proficiency,and the ability to participate in international affairs and competitions.Through text analysis and interviews,this study collects typical English language use tasks in the workplace,and uses questionnaires to investigate the importance and difficulty of different tasks for English language users in different industries,positions and ranks,hence providing references for the design of English training and assessment tasks for international talents.

English as an International Language and English Teaching in China

This study discusses English as an international language and English teaching in China. Concerning this subject, the paper elaborates the following seven aspects: the concept and features of English as an international language, emergence of new varieties of Englishes, emergence of new varieties of Englishes, the impact of economic globalization on the scope of the English language, the controversy of English standardization and localization, English localization in China and the revelation of English globalization to English teaching.

World English and the Future of English Language Teaching in China

The development and wide spread of English language has led to the internationalization and localization of English language,during which English language is widely used in international communications by people with different mother tongues,in addition,English variations on different levels and local varieties have emerged.In consideration to the changes above,this paper aims to,firstly,examine the status of English language as an international language(EIL);secondly,explore the future of English language teaching(ELT) in China under a global context.

English for International Purposes: Guidance for Chinese Students on an Oversea Sojourn

English has been widely used for various purposes and the number of students studying abroad has mushroomed in recent years.This article focuses on the preparation an oversea sojourn for Chinese students to practice English as an international language for intercultural communication.The article also reviews some literature to explain the process of intercultural acculturation and explore how to maximize the culture learning.Finally,the implications suggest that students should prepare for the sojourn in advanced to identify the culture difference,simulation games could also help students to improve their intercultural awareness and facilitate them to be adapted in the new cultural environment.

Moving English Pronunciation Teaching Approach Beyond Native-like Proficiency or Standard Models:International Mutual Intelligibility and Lingua Franca Core(LFC)

As English serves as an international language(or Lingua Franca),increasing attention is paid to English pedagogy of English as International Language(EIL).This essay maintains that international mutual intelligibility is a more practical and achievable goal in English pronunciation pedagogy,compared with native-like proficiency and various of standard English.Meanwhile,Jenkins(2000)’s Lingua Franca Core(LFC),a Phonological Core for EIL,is briefly introduced.

Hepatobiliary & Pancreatic Diseases International

General information Hepatobiliary & Pancreatic Diseases International is a journal published bimonthly in the English language by the First Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, China. We welcome original research articles, review articles, editorials, and others from any part of the world. Manuscripts are reviewed by members of the international editorial board and our expert peer reviewers, then either accepted for publication or rejected by the chief editor.

留学生《环境与健康》教学中的思政元素探索

近年来,高等教育机构中“课程思政”的教学理念日益受到重视。随着医学院校课程思政的不断开展,许多医学相关专业课程的授课老师对此进行了积极的探索。医学院校人才培养教育应挖掘专业课程授课特点,将思政元素与专业知识有机结合,将深厚的人文素养融入课程教学,从而提高学生的综合能力,培养全面人才。但如何将“课程思政”元素有效融入来华医学留学生的专业课程教学中,真正做到教书育人,是我国医学高等院校教学改革面临的一项新的任务和挑战。文章结合临床医学专业留学生环境卫生学教学现状,以立德树人为根本教学目标,探索“课程思政”元素在《环境与健康》全英文教学实践中的应用经验,总结讨论教学实践中遇到的问题及解决策略,以期在知识传授的同时做到价值引领,帮助留学生更好地了解和吸收课程知识,深入领会课程精髓的同时也在潜移默化中引导留学生塑造和建立起正确的人生观、价值观和世界观,提高留学生的综合素质,促进留学生多层次、多元化成长。此外,这也帮助留学生更全面的了解中国文化和精神,更好地知华、友华、爱华,领会中国社会主流价值观和公共道德观念。同时也为医学留学生“课程思政”改革的探索提供新思路和新方法。

World Englishes： Threat or Opportunity for Indonesians？

This paper aims to discuss the growth of EIL （English as an international language）, which leads English to be used around the world and adapted by different cultures because people use this language based on their own identity For Indonesians who learn EFL （English as a foreign language）, for instance, they do not need to adapt to a new culture. In EFL learning process, acquiring a native speaker accent seems to be unnecessary because there is no single standard of pronunciation. In addition, it is not necessary to ask learners imitating Western culture. Learning English can be viewed as an opportunity for Indonesians to have cross-cultural awareness. Despite its potentially positive consequences, learning English can also lead to a serious problem. This statement is based on the reason that English has greater social power than the Indonesian language （Bahasa Indonesia） because it is now used as a medium in several aspects of life. Furthermore, English is more accessible because of the global spread of information using this language through media, such as television and Internet. Consequently, it is possible that Indonesian learners would take pride in using English in their daily lives. The primary method used in this paper is literature investigation. From the discussion, it is found that EFL teachers are expected to be able to know the goal of foreign language teaching and its final product, comprehend the importance of a communicative approach, and give learners understanding that each nation has its own culture and there is no superiority among others. It is also important for them to respect languages and cultures in which the teaching and learning process occurs. In other words, teachers＇ cultural sensitivity is needed

全球英语框架下语言信念与二语动机的相关性实证研究

本研究在全球英语的框架下,探索英语专业学生的英语语言信念和二语学习动机的维度,并探讨语言信念如何影响学生的二语学习动机。研究数据来自460名英语专业大学生。探索性因子分析的结果表明,学生的语言信念形成了四个不同的维度,即标准英语信念、全球英语信念、英语教育信念及中国英语信念。学生的二语动机则确定了三个维度,即国际姿态、融合定向和工具定向。回归分析的结果表明,学生的一些信念与他们的二语动机之间存在着积极的、在统计意义上有显著意义的关系。结果显示英语教育信念对学生二语动机的三个维度影响最大。研究结果具有一定的意义。首先探索性因子分析的结果支持语言信念具有不同维度的观点,并从实证角度支持全球英语概念的有效性。从教学角度看,研究结果强调了采用全球英语教学方式的必要性。

从“Englishes”看世界语言格局的变迁

21世纪,经济全球化步伐加快,英语的多元化、第二语言功能特征更加明显,生成具有各国特色文化的英语变体。未来,国际经济变化决定着世界语言的的格局,英语有可能被世界通用的全球语(Globish)或Panglish所代替。

China English and College Intercultural Education:A Cultural Linguistic Perspective

In the era of globalization,English as an international language(EIL) is also the medium of intercultural communication for the international community.Based on the theory of cultural linguistics(CL),which regards language as culture-oriented rather than structure-oriented,Sharifian(2009,p.4) has proposed that varieties of English which constitute EIL result from the interaction between the English language and different local cultures.CL suggests that China English(CE) should be understood in this light:It is not a substandard interlanguage,but a variety of English with its own cultural value and right.This paper intends to systemically analyze the nature of CE and its value in intercultural communication so as to better understand current intercultural education.Over a long time,much emphasis has been laid on the importance of adapting to the target language culture to the neglect of home language culture in our College English classrooms,thus resulting in what is known as Chinese cultural aphasia.In the light of CL,intercultural communication competence(ICC) encompasses not only knowing English and adapting to its culture,but also using CE to introduce the native culture in which CE plays an irreplaceable role.Therefore,CE is undoubtedly a key remedy for Chinese cultural aphasia.More research on CL should be conducted as it provides felicitous disciplinary guidance for our college intercultural education.

英语国际语(EIL)框架下的中国高等教育英语课程设计

我国学界和教育界的英语国际语意识在不断增强,但国内英语课堂仍然普遍采用以英语本族语为规范的教学模式,这表明英语国际语理论研究与英语教学实践之间存在差距。结合国内师生对英语国际语课程设计要素的接纳度,本文提出英语国际语框架下的高等教育英语课程设计模型。该模型以跨文化交际为核心,在英语听说读写译等语言技能培养方面,不同程度地融入内圈英语变体、本土英语变体和英语国际变体三类英语变体,同时注重目标文化、国际目标文化和源文化三种类型文化的输入,旨在促进英语国际语在中国高等教育英语课堂的逐步过渡。

Guidance on How English Recitation Improve English Learning

Unlike Chinese,English has its language features.For Chinese students living in a non-English environment,recitation,as an optimal way,matters to learners to accumulate language materials.In this connection,authentic English texts provide a way for them to understand western culture.This paper aims to discuss the significance of English recitation in cultivating students’English language ability and how to selectively recite English texts.

总部驻华国际组织语言政策调查研究

总部驻华国际组织的语言政策是我们近距离接触和了解众多其他国际组织语言政策的一个窗口。为此,本文调查了以下6个总部驻华国际组织的语言政策:国际竹藤组织、博鳌亚洲论坛、上海合作组织、国际数字地球学会、金砖国家新开发银行和亚洲基础设施投资银行。本文以文献、问卷和访谈的方式,从语言意识形态、语言管理和语言实践3个角度来分析这些国际组织的语言政策。研究结果表明:采用多语、双语和单语(即英语)政策的各有1、2、3个组织,多语的偏少,而单语的偏多,这不利于中文的地位提升;这些组织的官方语言有英语、中文、俄语、法语和西班牙语,其中英语的地位最高,管理最多,使用最广;中国籍雇员普遍持有强英语弱中文的语言意识形态和语言实践。依此,文章最后提出几点政策性建议。

国际传播能力建设背景下高校英语文学课程现存问题及对策

要想讲好中国故事,提高外语教育的质量至关重要。英语文学课程是外语专业的核心课程,在连通中西文化、拓宽学生国际视野、培育外语人才方面具有独特优势。本文探究了国际传播能力建设背景下高校英语文学课程现存问题,这主要表现在:教学内容相对单一、教学方法不够丰富、考核形式不够多元等。鉴于此,笔者尝试提出以下应对策略:扩充教学内容,扩宽学生的知识面;丰富教学方法,提高教师教学效率;创新考核形式,全面考查学生学习情况。本研究以期构建一套完整的课程体系,推动外语专业人才的培养和建设,并为外语类其他学科的建设提供一定的借鉴作用。

基于多层面Rasch模型的英语口试信度分析

英语口语考试涉及面广,难以用单一指标衡量信度,而多层面Rasch模型可以从考生、评分员、评分标准和评分量表等角度探讨影响成绩的测量误差。可以某校中外合作专业大一新生分级考试中的英语口试成绩为研究对象,运用Facets软件进行分析。研究发现,虽然评分员的主观评分会产生一定的测量误差,使考生实际测量值和预测值存在出入,但这差异并不足以影响考生的最终报道成绩。此外,多层面Rasch模型证明:考生、评分员、评分标准和量表这四个层面具有良好的内部一致性,总体较为理想,因此,可认为该校组织的英语口语考试具有良好的信度。

“国际中文教育”学科译名规范化问题探讨——基于知网数据(1999—2021)

随着国际中文教育的不断发展,其学科名称经历了从“对外汉语教学”到“汉语国际教育”再到“国际中文教育”的更替。名称的改变体现出学科内涵以汉语教学为内核,内涵范围持续扩大,包容性不断增强。然而,学科名称至今没有规范、统一的英文译名。本文通过收集整理和量化分析学科英文译名的使用情况,结合使用实际和本学科在不同时期的性质特点,探究目前学科译名存在的问题,探索贴合三个学科名称概念内涵的合理译名,并探讨译名规范化策略。