Definition of Standard English and its enlightenment on English teaching

Standard English is defined not as a language, a style, an accent, but as standardized grammar and vocabulary with different accents. And from a linguistic point of view, Standard English is no more correct than any other form of English. Yet it is most prestigious, and a desirable educational target. However, different varieties of English should also be taught for international communication.

Comparative Study of Standard English and Chinese English

It is inevitable that one′s native tongue will have some influence on his studying another language at different levels which range from pronunciations, lexical choices, syntax to culture. This article concentrates on the comparative study of Standard English and Chinese English in the level of pronunciation, lexicon, syntax, as well as cultural influence. It discusses the errors and mistakes that Chinese people are prone to make during their learning and using English, while the cultural part deals with the literally translated Chinglish, and the cultural influence on social intercourse. It analyzes the differences in linguistic perspective and should be helpful to the readers.

On Honey's Some Enemies of Standard English

With the social development and progress, English language, like everything else, has been changing and has developed into a variety of forms. The concept of"Standard English"arises and has aroused wide interest in the research of this linguistics field. John Honey's Some Enemies of Standard English has triggered a lot of arguments on the topic. Questions have been raised in a variety of aspects in this critical analysis.

On the Criteria and Perceptions of Standard English

This paper focuses on the establishment and the application of the term Standard English and perceptions of the standard language in the UK,the US,and the English-speaking world generally.

后RP时代语音教学标准及教学重点——从English After RP:Standard British Pronunciation Today(2019)谈起

世界英语背景下本族语标准不断受到挑战,一线教学面临诸多迷惑。English After RP:Standard British Pronunciation Today(Lindsey 2019)一书指出RP在英国已经死亡,这要求外语教学界回应语音教学中的两个突出问题:应采用何种语音标准来教授?该标准对现有课程框架的教学内容及教学重点将产生怎样的影响?中国及世界英语教学理论与实践的研究表明,以传播中国,沟通世界为目的的中国外语教学,应该理性地选择世界范围内认可度最高的规范作为教授标准,并与时俱进,更新教学内容;从评价输出角度来说,应转变教学理念,聚焦信息交流的可理解度,将教学重点转向韵律。师生均需拓宽视野,培养世界胸怀,培养国际交流中对待地域及社会变体的积极的语言态度。

The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability

Although the story continuation writing task(SCWT) has attracted much research attention, few studies have investigated the construct of the task, particularly with respect to which language competence it focuses on. In addition, although some studies have demonstrated that China’s Standards of English Language Ability(CSE) provides comprehensive insights into the development of Chinese learners’ English language proficiency, little research has investigated the relationship between CSE and SCWT. This study drew upon the CSE to develop an SCWT language use inventory to address the above research gaps. A total of 358 high school students were asked to complete the questionnaire, of which 277 valid responses were analyzed. Exploratory factor analysis(EFA) on the CSE-based questionnaire revealed the presence of six factors, namely language correctness, language variety, task planning, connecting-and-generating, selecting-andmining, and organizing. The strategy of connecting-and-generating was the only significant predictor of the learners’ SCWT scores. The paper also discusses the findings relating to the SCWT rating and other integrated writing tasks.

The Significance of Emphasizing Culture Awareness in the New Standards for English in China -- An Educational Psychological Perspective

The New Standards for English issued in 2001 defined English learning as to develop ＂comprehensive competence in language using＂, which consists of language competence, language knowledge, affective aspects, learning strategy and cultural awareness. Meanwhile, as educational psychologists, De Corte et al advocate four theories in teaching and learning process, which include a theory of expertise, namely, （1） A well-organized and flexibly accessible domain specific knowledge base; （2） Heuristic methods; （3） Meta-knowledge; （4） Self-regulatory skills; （5） Beliefs. Not coincidently, the New Standards is in line with the theory of educational psychology. This gives the way to the author to argue, from the view of educational psychology, by analyzing culture awareness as being functional in meta-cognition and self-regulation aspects in expertise development, the importance of emphasizing culture awareness in English language teaching and learning.

Criteria to Define the Standard Language—A Survey on Standard Welsh English

How to define Standard Language is one of the most fundamental issues in language variation research.This article,unlike those focusing more on the linguistic features,explores and checks the criteria to define Standard English from a sociolinguistic view and in a uniquely bilingual environment.The results are only partly in line with many well-known assumptions about the standard language and some new criteria are put forward.

Investigation and Analysis of the Oral Expression Competency Among Students in Second-tier Universities:Based on China's Standards of English Language Ability

By adopting quantitative analysis,based on the statements for oral scale of CSE(China Standards of English)level five,this paper investigated the current status,common difficulties and control factors on oral English competency of nonEnglish majors in second-tier universities,which was conducted using questionnaires that includes six dimensions of language expression:accuracy,complexity,coherence,fluency,appropriateness,and flexibility.The results showed that:(i)the overall oral English competency of college non-English majors hasn't met the statements of CSE level five;(ii)female students significantly outperformed male students,and business majors students significantly outperformed those in liberal arts majors who were significantly better than those in science majors;(iii)there was no significant difference between grades;(iv)the flexibility,coherence and accuracy of language expression almost reached the standard grade,but the common core difficulties faced by the students were mainly in pronunciation,scope oflanguage expression,fluency and appropriateness.Unclear goals,less practice and poor vocabulary were major impact factors.The research is helpful for strengthening students?knowledge on their own oral English competency as well as adjusting their oral practice objectives,thereby shedding light on students5 actual oral English proficiency and helping to clarify and refine the teaching objectives of speaking and promote the effective practice of oral English as well as the rational application of CSE.

China's First Voluntary National Standard in Chinese and English Versions

Specification for Translation Service - Part 1: Translation (GB/T19363.1-2003), China’s first national standard involving translation service, was drafted jointly by the China Association for Standardi/ation, the Translators Association of China and China Translation and Publishing Corporation. It attracted much attention from the visitors at the "China Translation Achievements Exhibition"-the first large-scale and professional exhibi-tion in the translation field domestically and internationally. Ms. Betty Cohen, Chairman of International Federation of Translators, expressed much interest in the China Voluntary National Standard in Chinese and English Versions.

义务教育英语课程语言能力目标落实之路径

本文基于《义务教育英语课程标准(2022年版)》对语言能力的界定及其提出的语言能力目标要求,结合英语教学的现状及未来发展趋势,就如何落实课程标准规定的语言能力目标提出以下建议:加强和优化显性语言知识的教学;在课堂教学中开展语言实践活动;将语言能力与其他核心素养的培养紧密融合;优化英语语言能力的评价方式。

不同水平英语学习者词块使用的结构与功能特点

基于《中国英语能力等级量表》评价学习者语言水平,使用语料驱动的方法考察中国英语学习者写作文本中词块的使用情况,特别是不同水平英语学习者词块使用的结构与功能特点。研究结果表明:语言能力影响词块使用的准确性和多样性;词块结构方面,低水平学生倾向使用更多比例的动词词块和较少比例的短语词块,相对接近会话语篇特征,而高水平学生则倾向使用更多比例的短语词块和较少比例的动词词块,相对接近学术语篇特征;词块功能方面,立场词块和信息指示词块呈现学生水平越高使用比例越低的趋势,而语篇组织词块则呈现学生水平越高使用比例越高的趋势。研究发现对中国不同水平英语学习者语言特征的描述提供了实验证据,也为语言自动评价提供启示。

“新标准”指导下高职公共英语教材内容建设研究

为了适应当代职业教育发展的需求,通过问卷法和访谈法总结出目前高职公共英语教材存在的不足,并从加大中华优秀文化的融入、增加教材中的职业元素、设计显性的英语学习策略模块、植入单元自我评价板块四方面提出了高职公共英语教材内容的建设途径。

新课标视阈下的高职公共英语教学新生态构建

2021年4月发布的《高等职业教育专科英语课程标准》为高等职业院校英语教学改革提供了重要依据。从教育生态学角度解读《高等职业教育专科英语课程标准》对高职公共英语课程教学改革的指导意义,探讨将其与高职公共英语教学生态有机融合的具体路径,并进而探索《高等职业教育专科英语课程标准》导向下的高职公共英语教学生态优化与重构方案,有助于解决目前高职公共英语教学存在的生态失衡问题,促进教学质量与人才培养质量的提升。

我国英语写作策略能力研究综述(2002—2023年)

本文选取我国外语类重要期刊所刊载的有关英语写作策略的研究文献进行综述。研究发现,我国英语写作策略能力研究主要分为两个阶段:第一阶段为21世纪初至2016年,该阶段的研究内容比较广泛,主要涉及写作策略能力的调查研究、写作策略能力的影响因素和写作策略教学研究等方面;第二阶段为2017年至今,该阶段在继续关注上述研究内容的同时,学界的研究重点因《中国英语能力等级量表》(《量表》)的出现而有所偏移,主要围绕《量表》写作策略能力量表展开,涉及《量表》写作策略量表的构建、效度验证和应用研究。

“三全育人”格局下新时代高职英语课程标准教学改革探索

百年大计,教育为本。党的十九大宣告中国特色社会主义进入新时代,并作出了优先发展教育事业、加快教育现代化、建设教育强国的重大部署。新时代赋予职业院校新的使命,各高职院校牢牢抓住这前所未有的历史机遇,如火如荼地进行着教学改革与探索,旨在为国家培养出高素质、高技能、立志为中国特色社会主义事业奋斗终生的有用人才。本文以“三全育人”为着眼点,探究高职院校英语课程标准教学改革的有效途径。

新媒体时代高职英语标准化教学模式的建构策略研究

新媒体时代,高职英语教学改革需要紧跟时代步伐,丰富和完善高职英语的教学方式和手段,实现现代化、智能化和高效化的英语教学,而标准化教学模式的建设则是新媒体时代高职英语教学改革的重要研究方向。基于此,本文在分析高职英语教学标准化内涵与意义的基础上,从教学内容、教学方法、教学评价、教学环境和教学流程标准化方面,探索新媒体时代高职英语教学标准化教学模式的建构策略,旨在提升高职英语教学质量和教学效率,全面提升高职学生的英语素养。

义务教育英语新课程标准的逻辑理路、价值意蕴与实施创新

文本通过解读《义务教育英语课程标准(2022年版)》新内涵,挖掘其中需要回答的“英语课程是什么”“为什么教”“教什么”“怎么教”和“怎么评”等诸多问题,在课程目标、课程内容、课程实施、课程评价等方面诠释英语课程与育人价值的关系。《义务教育英语课程标准(2022年版)》既继承了英语课程改革的基本思想,坚守工具性与人文性的和谐统一,又彰显了英语课程核心素养的育人价值,通过六大要素整合课程内容,确立英语学习活动观开展精准教学、靶向施策,以深化核心素养导向的英语课程改革。

交通运输类高职英语课程思政“三育融合” 实践路径探索

以新英语课程标准和课程思政建设相关要求为指导,在分析高职英语实施课程思政可行性的基础上,以交通运输类专业为例,服务国家交通强国建设战略,从教师课程教学的角度探索高职英语知识育人、文化育人、思政育人“三育融合”的实践,以期为有效落实立德树人根本任务和新版课程标准、培育堪当交通强国建设大任的高素质技能人才提供参考和借鉴。