国际学术界的“中国英语”研究前沿动态追踪——以World Englishes期刊(2018—2020)为数据来源

要加快构建具有中国特色的对外话语体系,具有中国特色的“中国英语”不可或缺。以World Englishes期刊(2018—2020)最新刊文为数据来源,自建语料库,从内容和态度两个方面对国际学术界的“中国英语”研究最新动态进行了考察。研究发现:近三年来,“中国英语”研究内容丰富,更加注重与语言学其他领域相结合,促使现有相关理论进一步完善;国际学界对“中国英语”的评价客观且正面。可以推断,在对外话语体系构建方面,“中国英语”将会发挥更加积极、有效的作用。

World Englishes and English language teaching

English, as a language of wide communication, is an international language in both a global and local sense. Its global spread and evolution have been topics of heated discussion. This paper reviews briefly the history and relevant literature of the globalization of English, and explores its implications in English language teaching, especially in the Chinese context.

World Englishes on the Internet： Some Considerations for Teaching

Exposing EFL （English as a Foreign Language） students to different varieties of English can be beneficial in numerous ways, but teachers may be unaware of how they can do this. This paper briefly explains the concept of World Englishes, then describes one teacher＇s attempt to use the Internet to provide his students with examples of real English from around the world. Finally, it offers a selection of positive student responses to the experience.

World English or Englishes： Which Should We Teach in the Context of China？

English isthe most respectable language and the most universally read and spoken language in the world. However, with the spread of English there are a lot of ＂varieties＂ of English. When English is referred to as a ＂world＂ language, we frequently hear reference to World Englishes. With the internationalization of English, EIL （English as International Language） is being taught today in a wide diversity of contexts; any sound pedagogy must be informed by a theory of language learning and teaching that is sufficiently complex to account for this diversity. The essay is intended to argue for teaching a certain Standard English, British, American or Australian English in the context of China. The overall purpose of the bilingual users of English, is to use English as a language of wider communication in a global and sometimes also in a local sense, as well as to access the vast amount of information currently available in English, and also to contribute to this knowledge basis.

Oral Literature:The Translation and Dissemination of Mulian Baojuan in the English World

Mulian baojuan,originating from the Sūtra of Ullambana,tells the story of Mulian rescuing his mother from hell.Rostislav Berezkin,David Johnson,and Wilt L.Idema have studied and introduced it.This paper mainly discusses the translation and dissemination of baojuan to sort out and verify its spread in the English world.The translation and dissemination of baojuan have shifted towards its performances,illustrations,and social functions.The study of baojuan has presented a new development trend by breaking the restrictions of the genre of text and through dynamic interactions with novels,dramas,and other forms of literature.

The Role and Value of Sociolinguistics in English Language Teaching

This paper aims to explore how the study of sociolinguistics can benefit teachers,particularly in the context of teaching English as a Foreign Language(EFL)in China.The article will first examine how sociolinguistic knowledge can reshape teachers’perceptions of“English,”focusing on aspects such as English varieties,World Englishes,and Chinese English.Following that,the article discusses the necessity of rethinking current practices in English language teaching,including the nativeness paradigm and the concept of communicative competence based on a reconceptualized view of“English.”Additionally,the discussion will focus on how teachers,informed by sociolinguistic awareness of non-native teachers’identities and teacher agency,can address and resolve existing challenges in EFL teaching.Finally,the article will conclude by summarizing the key issues discussed and highlighting the significance of studying sociolinguistics for language practitioners in China.

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.

Teaching Hong Kong English before Teaching Academic English: The Gateway to Effective Learning of College Writing

Owing to the negative view of Hong Kong English(HKE)in popular discourse,few English lecturers in Hong Kong universities directly acknowledge or discuss the variety in a non-linguistic course.This paper illustrates an action research study of how HKE may play a role in an academic writing course of a sub-degree program in Hong Kong.Focusing on 8 representatives from an academic writing course with 100 students,it employed the qualitative experiment method to examine whether students who had possessed basic linguistic knowledge of HKE from an additional tutorial would perceive HKE and academic writing differently from those who had not.Student representatives from each group were invited to a focus group to explore ideas about the two subjects discussed in class.Their conversations suggested that prior knowledge of the syntactic features of HKE might raise students’awareness of the grammatical differences between the variety and the standard.The analysis also suggested that introducing the linguistic view of HKE to students might render them optimistic about their variety,helping them identify the situations where the variety would be tolerant of and settings where Standard English would be expected.The study suggested that such an intervention might facilitate students’learning of Standard English for academic purposes and practices of English in actual professional communication.Upon the improvement or advancement,they will position themselves more powerfully in the dichotomy between the standard and non-standard.More formal research on a similar or relevant topic is required to validate the impact of understanding HKE on learning academic writing.

Teaching Hong Kong English before Teaching Academic English:The Gateway to Effective Learning of College Writing

Owing to the negative view of Hong Kong English(HKE)in popular discourse,few English lecturers in Hong Kong universities directly acknowledge or discuss the variety in a non-linguistic course.This paper illustrates an action research study of how HKE may play a role in an academic writing course of a sub-degree program in Hong Kong.Focusing on 8 representatives from an academic writing course with 100 students,it employed the qualitative experiment method to examine whether students who had possessed basic linguistic knowledge of HKE from an additional tutorial would perceive HKE and academic writing differently from those who had not.Student representatives from each group were invited to a focus group to explore ideas about the two subjects discussed in class.Their conversations suggested that prior knowledge of the syntactic features of HKE might raise students’awareness of the grammatical differences between the variety and the standard.The analysis also suggested that introducing the linguistic view of HKE to students might render them optimistic about their variety,helping them identify the situations where the variety would be tolerant of and settings where Standard English would be expected.The study suggested that such an intervention might facilitate students’learning of Standard English for academic purposes and practices of English in actual professional communication.Upon the improvement or advancement,they will position themselves more powerfully in the dichotomy between the standard and non-standard.More formal research on a similar or relevant topic is required to validate the impact of understanding HKE on learning academic writing.

Categories of the English Language

English originates from England, and the language developed into a language of the world through dispersals from England to America and Asia and then to Australia and Africa, and finally it became international. Therefore the influence of British English and American English cannot be ignored in any study of the language. However, a variety of English languages were formed through globalization, which are world Englishes and one International English.

The Position of Non-native English Teachers in Globalisation

The traditional prejudice against Non-native English language teachers(NNETs)has been challenged recently.This essay examines features of NNETs and calls for acknowledging their integral position in global English teaching filed thanks to their established bilingual models for learners,mastery of professional knowledge,resourcefulness in teaching practice,and adaptability to local contexts.

China English

There are many English varieties in the world.China English has become one of them.Based on the Kachru's world English Theory, the thesis mainly discusses the characteristics of China English,and the distinctions between China English and Chinglish.Finally,the thesis points out acknowledge the existence of China English.

The Influence of the Globalisation of English On English Used in China

“World English”,also known as“Global English”which has been attracting wide ranged attention by scholars world⁃wide,is a relatively new way to understand the spread of English.It also somewhat greatly affects the methodology that Chinese teachers and students apply to approach English teaching and learning respectively.This paper starts with a brief introduction to the trend of English globalization and followed by the difference between China English and Chinglish.In addition,it analyzes the use of China English as one of the standard species of“World English”.Finally,it suggests that in order to achieve better ap⁃plication of English,make the best use of China English as a supplement of English teaching and learning could be a reasonable way.

Experiences in Teaching World History in English

如何用英语开设世界历史课程?本文作者谈了他在教学中的体会: 1.要在这门概述性课程中体现历史唯物主义的观点,防止“欧洲中心论”。 2.中国学生习惯于依赖教师的讲课获取知识。因此,在教学的各个环节都要鼓励学生独立阅读与思考。 3.课堂讨论既可锻炼学生用英语表达思想,又可了解和纠正学生中一些不正确的想法,推动学习的深入。 4.目前学生选课过多,这难免影响他们独立、主动地学习,造成知识的浅薄。 5.用英语开设世界历史课程,促进了语言课和知识课的结合,显示了把单纯的外语学院办成综合性的文科外语大学的重要性。

Language Attitude Education as ICC Facilitation: An Explorative Class

This paper reports the design, implementation, and outcome of an action research. The research aimed to examine and improve college students＇ attitudes towards varieties of World Englishes through a mild intervention in an intercultural communication class. Viewing education as a means to facilitate Intercultural Communication Competence （ICC）, of which language attitude was an integral part, the study designed a four-step pedagogical intervention to help students become more open and critical of their attitudes. The four pedagogical steps included language attitude elicitation, deconstruction, reconstruction, and creative solutions to communicative problems. The study found that students largely had conservative language attitudes and prejudices to start with. After the intervention, over 40% of the students acquired more open language attitudes, while some remained ambivalent about embracing linguistic diversity, and a small number of students maintained their previous conservative attitudes. Challenges of attitude change and language attitude education are discussed.

Relative Clauses in Hong Kong English:A Corpus-based Perspective

This study, with the help of the International Corpus of English, contrastively explores uses of relative clauses by students in Hong Kong, Singapore and British English within the framework of world Englishes （Kachru, 2005, 1989; Kachru ＆ Nelson, 2006）. First, in the Hong Kong data, there is probably a tendency to use restrictive relative clauses led by WHICH in places, where non-restrictive relative clauses led by WHICH are normally expected. Second, there is another tendency in the employment of non-restricted relative clauses led by THAT in Hong Kong university students＇ written work and it is interesting to note that this phenomenon seems to be more widespread in Hong Kong student writing than in Singapore student writing and no such cases were found out in the British subcorpus. Given that some distinctive patterns traditionally considered as developmental errors in the language learning process may also be seen as evidence of linguistic variations, second language teachers may need some tolerance towards this variation and compromise between ＂autonomy＂ and ＂grammaticality＂ in today＇s society of world Englishes （McKay, 2008）.

The Pragmatics of Pronoun Choice in China English： Corpus Evidence from Advanced English Students＇ Oral Proficiency Exam

China English is defined as a developing variety of international English spoken in China with some characteristic features at the level of phonology, grammar, lexis and pragmatics. The authors present the analysis of the use of the first-person plural pronoun we by Chinese senior English majors in spoken English as a way of illustrating how the pragmatic features of these students＇ choice of first-person pronoun manifest according to their social positions. Analysis finds that for these speakers we is used in ways that are consistent with wo-men, first person plural pronoun in Chinese, which is often used ambiguously for non-specific reference. Findings indicate that speakers lacking social power will use the pronoun to reproduce a mainstream or generic discourse. The authors conclude by arguing that Chinese university students＇ use of we can simultaneously be seen as an expression of their English language proficiency and as an adherence to Chinese cultural and pragmatic norms.