摘要
Research on English as a lingua franca(ELF)has triggered a debate on whether English teaching should consistently conform to native-speaker Standard English or it should value the pedagogical implications of ELF.This article provides an overview of current research on teaching English as a lingua franca.It starts with research on the rationale to introduce ELF-informed teaching and comparisons between ELF-informed teaching and native-English-based teaching.Concrete proposals of how to incorporate ELF-informed teaching into English language teaching(ELT)classrooms are presented.Then controversies in the debate are summarized.They are:A lack of ELF-informed textbooks;a lack of ELF-informed assessment;and a lack of qualified teachers.It then reviews recent publications dealing with these controversies.This is followed by a discussion about the research on ELF-informed teaching in the Chinese context.This article argues that research on the practicality of ELF-informed teaching should start with prospective English users,such as students in China’s Business English Program.It concludes with some suggestions for future research and practice on ELF-informed teaching in China.
英语作为国际通用语研究的发展引发了针对英语教学是应该继续遵照本族语模式还是应该考虑英语作为国际通用语模式的争论。本文对现有英语作为国际通用语教学的研究进行全面的综述,解释了什么是英语作为国际通用语教学,比较了它和英语作为本族语教学的不同,梳理了文献中对其合理性的探讨。本文同时详细列举了现有文献中提出的英语作为通用语教学在不同环境下的可实施方案,总结了围绕英语作为国际通用语教学的三个主要争议:缺少现成教材,难以组织测试和缺少教学老师。本文接着梳理和讨论了针对解决以上争议的最新研究,总结了关于英语作为国际通用语教学在中国的研究,提出在中国英语教学的背景下,关于英语作为通用语可行性的研究应首先着眼于未来的英语使用者,例如商务英语专业的学生。本文最后提出了未来对于英语作为国际通用语教学在中国的研究和实践方向。
