| The history of the English language and academic research studies on World Englishes indicate that English is no longer a language merely possessed by English as native language(ENL)speakers from UK and USA centered areas(major English-speaking countries),but a language owned by all the speakers of English as second language(ESL)and EFL(English as foreign language)around the world;it has become an international language,which is labeled as World English,International English,Global English and English as Lingua Franca(ELF),and so on.In the context of World Englishes,to understand aspects of English of ELT in a given area is beneficial for updating and promoting the rationale and the practice of ELT.However,it is found that in previous studies domestic literature concerning about one or more aspects of English in ELT in China,though many in number,obviously lack empirical research and theoretical discussion and foreign special literature can hardly be located.In view of the aforementioned research situation,this thesis is an empirical study on aspects of English in ELT with theoretical discussions about aspects of English and ELT in China in the light of World Englishes for language teaching.The present study,based on theoretical views on aspects of language from socio,ecological and cultural linguistics and those on aspects of language teaching from educational studies and applied linguistics,by means of text-based analysis,questionnaire-based survey and statistic analysis,investigated ELT documents,materials,programs(with teach education programs included)and ELT teachers(preand in-service,primary,secondary and tertiary education level),and is intended to explore the following research questions:Q1.What is and should be the linguistic typology of English in ELT in China?Q2.What are and should be the linguistic components of English in ELT inChina?Q3.What are and should be the linguistic norms of English in ELT in China?Q4.What is and should be the linguistic culture of English in ELT in China?The empirical research findings are summarized below:1.In most Chinese ELT documents,the linguistic typology of English is generally not clearly stated,except for a very few for basic education,with one mentioning EFL(English as foreign language)and three referring to EIL(English as international language)/ELF(English as lingua franca);most Chinese ELT teachers,who acknowledge that English is the language of the world and used for international communication,believe that English is a foreign language in China and ELT in China is TEFL.This indicates that the linguistic typology of English is essentially EFL in ELT in China.2.Several Chinese ELT documents for basic education and English majors education refer to American and British English as norms;ELT textbooks used in China are basically based on British English and American English;most ELT teachers,who believe standard English exists,think that British and American English should be the norms.This indicates that the linguistic norms of English are mainly British and American English in ELT in China.3.British and American English are mentioned in several Chinese ELT documents for secondary education and English majors education and only one refers to English Varieties in English-speaking Countries;at all educational levels from basic(primary and secondary)to higher education including ELT teacher education,no courses about English varieties either planned by ELT documents or set by schools are offered;the majority of ELT materials published in China represent British and American English,with few introducing other varieties of English;most Chinese ELT teachers,who have heard of and contacted English varieties and who acknowledge that English varieties actually exist with differences and they can be used in international communication,prefer British and American English,and lack a sufficient knowledge about English varieties including China English.This shows that the linguistic components of English are basically British and American English in ELT in China.4.In all ELT documents in China,both foreign and Chinese culture are referred to,but western culture,or specifically that of major English-speaking countries characteristic of British and American culture,are highlighted,while Chinese cultureand the culture of non English-speaking countries are relatively not emphasized;most ELT courses,which cover both Chinese and foreign culture,mainly represent the culture of major English-speaking countries,particularly American and British cultures and relatively rarely address Chinese culture and even the culture of non-English speaking countries;ELT materials,either for teaching and learning or for testing and assessment,the sources of which are generally both foreign and domestic,are largely composed of western culture loaded texts,which mainly reflect UK and USA centered cultures;in ELT teacher education programs,although foreign and Chinese culture,global vision and local spirit,and international communication competence are stated in objectives and content,cultural courses offered are largely about major English-speaking countries,non-English-speaking countries with Chinese cultures included are relatively rarely involved;ELT teachers think that English represents and should represent British and American culture and meanwhile they also acknowledge that Chinese culture and that of non English-speaking countries are insufficiently reflected in ELT in China.This evidences that British and American culture or western culture is predominant and the culture of outer and expanding circle of world English including Chinese culture are relatively devalued.On the basis of the above findings,some discussions are made concerning about innovative direction of aspects of English and ELT in China from the perspective of Global Englishes and ELT.It is suggested that as for English of ELT in China,its linguistic typology should shift from traditional EFL to contemporary ELF;its linguistic components should change from mainly British and American English to common-core part plus varieties of English;its linguistic norms should go beyond so called Standard English(mainly British and American English to common-core English standards plus intelligibility and acceptability;and its linguistic culture should not focus on mainly foreign culture but reflect interculture and crossculture with both Chinese and foreign cultures).Therefore,it is argued that innovative practice can be made in ELT documents,course design,materials development and teacher education in ELT in China. |
