“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 ...“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.展开更多
The educational objectives of the globalized world require that curriculum designers consider the globe a whole system in their curriculum design to cultivate students＇ globalization awareness by means of overcoming ...The educational objectives of the globalized world require that curriculum designers consider the globe a whole system in their curriculum design to cultivate students＇ globalization awareness by means of overcoming the limitations of potent language teaching. English curriculum design and teaching should aim to enable students to acquire the necessary knowledge and develop their comprehensive qualities, including attitudes and skills for the daily life of a responsible citizen in this multicultural and interdependent world. And the cultivation of affective output, values, self-esteem and faith should be involved in the English curriculum design as well. Thus, the two functions of English curriculum, instrument and humanity, can be performed.展开更多
"Without languages,there would be no globalization and vice versa,without globalization,there would be no world languages"(Herve,2011,p117).To study linguistic globalization could not only deepen our underst..."Without languages,there would be no globalization and vice versa,without globalization,there would be no world languages"(Herve,2011,p117).To study linguistic globalization could not only deepen our understanding of globalization,but also increase opportunity to create a more equitable and ethically responsible world.The aim of the current essay is to briefly review the influence of English globalization(EG)on China’s education.The lesson that can be drawn from an examination of EG in China will also be discussed.展开更多
Only half a century ago, any notion of English as a true global language was but a dim, shadowy,theoretical possibility,surrounded by the political, social and economical uncertainties of that time,and lacking any cle...Only half a century ago, any notion of English as a true global language was but a dim, shadowy,theoretical possibility,surrounded by the political, social and economical uncertainties of that time,and lacking any clear definition or sense of direction.Fifty years on,the situation of English has become peculiar in that perhaps no other language has ever been so important on a global scale. Now,no one would ever argue that English is the common language of our world.展开更多
The global spread of English as a Lingua Franca （ELF） has implications for practice in English Language Teaching （ELT） classrooms. This paper presents a study on attitudes toward ELF which is crucial to its incorp...The global spread of English as a Lingua Franca （ELF） has implications for practice in English Language Teaching （ELT） classrooms. This paper presents a study on attitudes toward ELF which is crucial to its incorporation because attitudes influence the learning output in ELT. It uses a mixed method approach through a questionnaire survey on attitudes toward ELF, which contains a modified Verbal Guise Technique （VGT）, complemented with semi-structured interviews. Seventy university students and 4 lecturers from three English departments in Japan （Waseda University and Sophia University） and Indonesia （Universitas Negeri Jakarta） were involved in filling out the questionnaire and semi structured interview sessions. The results highlight positive attitudes towards ELF and its incorporation into ELT （Japan： 3.71, and Indonesia： 3.51）. In addition, factors which influence these attitudes （aspects related to language learning experience） were proven significant. The interview sessions also suggest ways to incorporate an ELF perspective into the ELT classrooms. Further, it addresses the issue of the gap between theory and practice in research on Global Englishes in Language Teaching （GELT） where a ＂conceptual gap＂ is often found. The study is of value to those interested in ELT curriculum evaluation and design to meet the needs of both ELT and ELF community in countries like Japan and Indonesia.展开更多
文摘“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.
文摘The educational objectives of the globalized world require that curriculum designers consider the globe a whole system in their curriculum design to cultivate students＇ globalization awareness by means of overcoming the limitations of potent language teaching. English curriculum design and teaching should aim to enable students to acquire the necessary knowledge and develop their comprehensive qualities, including attitudes and skills for the daily life of a responsible citizen in this multicultural and interdependent world. And the cultivation of affective output, values, self-esteem and faith should be involved in the English curriculum design as well. Thus, the two functions of English curriculum, instrument and humanity, can be performed.
文摘"Without languages,there would be no globalization and vice versa,without globalization,there would be no world languages"(Herve,2011,p117).To study linguistic globalization could not only deepen our understanding of globalization,but also increase opportunity to create a more equitable and ethically responsible world.The aim of the current essay is to briefly review the influence of English globalization(EG)on China’s education.The lesson that can be drawn from an examination of EG in China will also be discussed.
文摘Only half a century ago, any notion of English as a true global language was but a dim, shadowy,theoretical possibility,surrounded by the political, social and economical uncertainties of that time,and lacking any clear definition or sense of direction.Fifty years on,the situation of English has become peculiar in that perhaps no other language has ever been so important on a global scale. Now,no one would ever argue that English is the common language of our world.
基金sponsored by Indonesia Endowment Fund for Education,The Ministry of Finance of the Republic of Indonesia
文摘The global spread of English as a Lingua Franca （ELF） has implications for practice in English Language Teaching （ELT） classrooms. This paper presents a study on attitudes toward ELF which is crucial to its incorporation because attitudes influence the learning output in ELT. It uses a mixed method approach through a questionnaire survey on attitudes toward ELF, which contains a modified Verbal Guise Technique （VGT）, complemented with semi-structured interviews. Seventy university students and 4 lecturers from three English departments in Japan （Waseda University and Sophia University） and Indonesia （Universitas Negeri Jakarta） were involved in filling out the questionnaire and semi structured interview sessions. The results highlight positive attitudes towards ELF and its incorporation into ELT （Japan： 3.71, and Indonesia： 3.51）. In addition, factors which influence these attitudes （aspects related to language learning experience） were proven significant. The interview sessions also suggest ways to incorporate an ELF perspective into the ELT classrooms. Further, it addresses the issue of the gap between theory and practice in research on Global Englishes in Language Teaching （GELT） where a ＂conceptual gap＂ is often found. The study is of value to those interested in ELT curriculum evaluation and design to meet the needs of both ELT and ELF community in countries like Japan and Indonesia.
