Implementing English As An International Language" Paradigm Into College English Teaching In China ——An Analysis, Of New College English (Integrated Course)

The changing profile of English, impelled by globalization, has a far-reaching impact on the learning and teaching of this language across the world. The dominant "native English model" has been challenged especially in the "Expanding Circle" countries (referring to the countries where English is learned as a foreign language rather than an official language, such as China, Japan, etc.) within "Concentric Circle" model proposed by Braj Kachru (1985). In China, it seems inevitable that the conventional "English as a Foreign Language"(EFL) paradigm will be replaced by the ever-evolving "English as an International Language"(EIL) paradigm in the foreseeable future. This thesis attempts to explore the implementation of the EIL paradigm in Chinese colleges and universities. Since textbooks play a significant role in English teaching and learning, this thesis is aimed to employ several textbook development principles in EIL paradigm to make a comprehensive analysis of one college English textbook set that is widely used in China. Besides, some college students’ evaluation of this textbook set from EIL perspective as well as some college teachers’ perceptions of implementing EIL paradigm in Chinese universities and colleges have been investigated. Specifically, this thesis aims to answer the following three questions:1. Does the New College English (Integrated Course) reflect the principles of the EIL paradigm? Is it suitable for Chinese university and college students within EIL paradigm?2. How do the college students evaluate this textbook set from EIL perspective?3. What are the college teachers’perceptions of EIL paradigm and implementing EIL paradigm in Chinese universities and colleges?The analysis of New College English (Integrated course) textbooks mainly centered around the texts and themes. And the analysis is based on five criteria for evaluating teaching materials in EIL that are put forward by Aya Matsuda (2012). The data collected are displayed in tables by frequency and percentage. Additionally, the subjects involved in the present study are 100 juniors from different majors and 5 college English teachers in Soochow University. Questionnaires were used to investigate students while video interviews were conducted to collect the opinions of the 5 teachers. Similar to the above-mentioned textbook analysis, tables are set up to show the results of the questionnaires for students. As to the video interviews, the results are primarily described in words.The study shows:1. the New College English (Integrated Course) textbook set reflects some EIL textbook development principles. But it is far from the ideal textbook set within EIL paradigm; 2. From most students’views, this textbook does not expose them to different varieties. Speaking of the cultural values, more than half students think that this textbook set mainly reveals American and British cultures or more broadly "Western" cultures with little inclusion of international cultures; 3. Although two of them agreed to some principles of Teaching English as an International English (TEIL), they all predicted that it is unrealistic to implement the new and underdeveloped paradigm into Chinese colleges and universities in the short run.Although there may exist some limitations in the present study, the findings can provide some valuable implications for future college English textbook adaptation and development as well as college English teaching within EIL paradigm in China.This thesis is composed of five chapters. Chapter 1 is a general introduction. Chapter 2 reviews related theories and studies. Chapter 3 presents a detailed analysis of New College English (Integrated Course). Chapter 4 explores some college students and teachers’ perceptions. The major findings, implications and limitations of this study are brought forth in Chapter 5.