Why China English should stand alongside British, American, and the other ‘world Englishes’

English Today ◽  
2004 ◽  
Vol 20 (2) ◽  
pp. 26-33 ◽  
Author(s):  
HU XIAO QIONG
Keyword(s):  
Language Learning ◽  
English Language ◽  
World Englishes ◽  
British English ◽  
China English ◽  
Chinese Learners ◽  
Other World ◽  
Materials Used ◽  
World English ◽  
Radical Revision

ENGLISH as the world's lingua franca has become a focus of attention for many scholars. Since China joined the World Trade Organization (WTO), the motivation to learn English has dramatically increased. This paper questions the need for English in China to conform to any of the existing standard varieties, arguing that this objective is both undesirable and virtually unattainable, especially in respect to pronunciation, and that Chinese learners should therefore be learning ‘China English’. In an investigation with over 1,200 Chinese students at her university, the writer discovered that the vast majority had never heard of either World English or China English, believing instead that proficiency in standard American or British English should be their goal. She proposes both a reorientation of English language learning in China and a radical revision of the materials used there for both practical and cultural reasons.

scholarly journals A Corpus-Based Study on Construction of “Anger Adjectives + Prepositions” in World Englishes

2021 ◽  
Vol 11 (3) ◽  
pp. 55
Author(s):  
Xinlu Zhang ◽  
Jingxiang Cao
Keyword(s):  
American English ◽  
World Englishes ◽  
Basic Emotions ◽  
British English ◽  
Temporal Duration ◽  
China English ◽  
Concentric Circles ◽  
British National Corpus ◽  
World English ◽  
Insight Into

Anger as one of the basic emotions has attracted much attention. In the construction of “Anger adjectives + prepositions”, the temporal duration of the Anger adjectives is closely related to their prepositional collocates. Differences in the use of the Anger adjectives and their prepositional collocates might be captured in the world English varieties. The corpora used in this study cover eight varieties of English. The five varieties of English used in Canada, Philippines, Singapore, India and Nigeria are from the International Corpus of English (ICE). The China English corpus (ChiE) consists of news texts crawled from six Chinese English media. American English is taken from the Corpus of Contemporary American English (COCA) and British English is taken from British National Corpus (BNC). By investigating the use of the Anger adjectives and their prepositional collocates in the eight varieties of English, this paper finds that, on the continuums of the temporal duration of Anger adjectives, most varieties of English are closer to American English, whereas only Singapore English is close to British English. The distribution of Anger adjectives in the English varieties is largely in accordance with the Concentric Circles of world Englishes whereas the continuums of the temporal duration of emotions present a new insight into their relations.

scholarly journals “How Is My English?”: Chinese University Students’ Attitudes Toward China English and Their Identity Construction

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110382
Author(s):  
Haiying Pan ◽  
Chang Liu ◽  
Fan Fang ◽  
Tariq Elyas
Keyword(s):  
University Students ◽  
Language Learning ◽  
Identity Construction ◽  
English Language ◽  
Second Language Learners ◽  
Standard Form ◽  
English Language Teaching ◽  
Chinese University ◽  
China English ◽  
Chinese University Students

Due to the spread of the English language in various domains and the fact that English is used as a global language, researchers and educators have started to rethink the models and aims of English language teaching in different settings. From the World Englishes (WE) perspective, this study investigated the attitudes of Chinese university students toward the localized variety of “China English,” as well as the students’ identity construction and negotiation during their English language learning journey. Data were collected through a questionnaire completed by 190 respondents and interviews conducted with 20 participants. The findings revealed the students’ positive attitudes toward China English and non-conformity to English as a native language (ENL). This further reflected the communicative function of English and the students’ interest in forming a Chinese cultural identity. However, the students also showed self-contradictory attitudes toward China English, as most did not want to be clearly identified as Chinese when using English. The data revealed some important reasons for this attitudinal conflict, including the belief that ENL is the standard form of English, as well as the students’ desire to develop an identity as competent second language learners of English. The findings suggest the importance of increasing awareness of the global spread of English and reforming English curricula and assessment in contexts where local varieties of English are emerging.

An understanding of ‘China English’ and the learning and use of the English language in China

English Today ◽  
2006 ◽  
Vol 22 (4) ◽  
pp. 40-43 ◽  
Author(s):  
Cui Xiaoxia
Keyword(s):  
World Trade ◽  
English Language ◽  
Information Age ◽  
World Englishes ◽  
International Language ◽  
Living Entity ◽  
China English ◽  
The World ◽  
Reform And Opening Up ◽  
Opening Up

Some perspectives from an English educator. Since the implementation of the policy of reform and opening up, and China's entry into the World Trade Organization (WTO), China has been gaining strength quickly in the international, political, and economic arena. Globalization has led to China taking part in varous kinds of international cooperation and exchange. At the same time, globalization and the Internet have been providing a novel context in which to use English as an international language. Under such circumstances, the Chinese are using more English than ever before, and China English is being simultaneously localized and globalized. Like any other language, China English is a living entity or organism that is not only growing and progressing in the ‘Information Age’, but is also making a contribution that is enriching and developing world Englishes at large. Indeed, China English now plays a significant role in increasing international understanding and cooperation within the WTO and in the whole world.

Rheme and reason: Why is English always the Theme rather than the Rheme in our acronyms?

English Today ◽  
2011 ◽  
Vol 27 (1) ◽  
pp. 38-41 ◽  
Author(s):  
Alan James Runcieman
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speaker ◽  
Lingua Franca ◽  
Native English Speaker ◽  
Global Context ◽  
Leading Role

The position of ‘E’, for English, has always been at the forefront of all the acronyms of language learning and descriptions of world trends in English language teaching and acquisition, EFL, ESL, ELT, ESP, EIL, ELF, or second only to ‘T’ for teaching, TEFL and TESOL. We have become so used to seeing the letter ‘E’ out there in front, the Theme rather than the Rheme, that we do not even seem to question that position anymore. Despite developments in the study of World Englishes (Kachru, 1985, 1990, 1991, 2005; Jenkins, 2003; Bolton, 2005, 2006; Canagarajah, 2006, 2007, 2009) and a supposedly secondary role for so-called Native English and the Native English speaker, we continue to place the ‘E’ at the front, as though we have no option but to accept its primacy in every concept. If we always place ‘E’ at the beginning though, as the defining Theme, surely we are giving both it and its origin England a leading role in all conceptual beginnings. The Theme after all is always the principal actor, the familiar, whilst the Rheme is the unfamiliar and undefined object (Halliday & Matthiessen, 2004), but what English is now, in its global context, is exactly that, the unfamiliar and undefined object. In the following article I will argue for a rethinking of our terminology, particularly regarding the use of the acronym ELF (English as a Lingua Franca), and how perhaps we should be thinking more carefully about our choice of acronyms in order to be more precise about our approach to the study of English in the changing world.

scholarly journals A Review of Negative Language Transfer Regarding the Errors in English Writing in Chinese Colleges

2019 ◽  
Vol 10 (3) ◽  
pp. 603
Author(s):  
Xiaoyu Yang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
Language Transfer ◽  
English Writing ◽  
Chinese Learners ◽  
Major Section

It is generally recognized that English as a Second Language is popular with language learners in China. As a major section of language learning, English writing often takes on an important role in English language learning for Chinese students. Many learners would be easily impeded by their mother tongue, Chinese and would therefore make some mistakes from time to time when it comes to writing in English. This is a pervasive phenomenon in the field of Second Language Acquisition research. Based on the relevant theories of Language Transfer, Negative Language Transfer, and Error Analysis, in terms of global research, especially in China, the current review focuses on the errors caused by the negative language transfer, and chiefly tries to probe into the suggestions to avoid such negative transfer influences in English writing among Chinese learners.

The Oxford Companion to the English Language

2018 ◽  
Author(s):  
Tom McArthur ◽  
Jacqueline Lam-McArthur ◽  
Lise Fontaine
Keyword(s):  
Digital Literacy ◽  
Text Messaging ◽  
English Language ◽  
American English ◽  
World Englishes ◽  
English Language Teaching ◽  
British Sign Language ◽  
Technological Advances ◽  
China English ◽  
British Sign

Over 1,400 entriesThis new edition of a landmark Companion notably focuses on World Englishes, English language teaching, English as an international language, and the effect of technological advances on the English language. More than 130 new entries include African American English, British Sign Language, China English, digital literacy, multimodality, social networking, superdiversity, and text messaging. It also includes new biographical entries on key individuals who have had an impact on the English language in recent decades, including Beryl (Sue) Atkins, Adam Kilgariff, and John Sinclair.It is an invaluable reference for English language students and fascinating reading for any general reader with an interest in language.

An emergent English-mediated identity and a Chinese variety of WE

2020 ◽  
Vol 11 (1) ◽  
pp. 70-95
Author(s):  
Asha Tickoo
Keyword(s):  
Language Learning ◽  
English Language ◽  
World Englishes ◽  
English Language Learning ◽  
English Learning ◽  
Chinese Community ◽  
Shared Experience ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
The World

Abstract This paper will document an English-learning influenced transformation of self, as a shared experience amongst a community of its Chinese users. The study examines 84 English narratives on the English language learning (ELL) experience of undergraduate L1 speakers of Mandarin at three proficiency levels: Year II, Year III and Year IV. Identity, expressed in learners’ positioning on ELL, is assessed in its explicit, propositionally represented form, and its linguistically marked implicit counterpart. Implicit positioning is examined at the macro-discoursal level by acknowledging the choice of the narrative configuration, and therefore the perceptual mould, adopted for the capture of the ELL experience. It is also assessed at the micro-discoursal, sentential level in (1) the registered sense of agency over the learning, (2) the assumed responsibility for statements about the learning, and (3) the character of definition given to the learning. The cross-proficiency level assessment will show that overt and implicit positioning are in consonance in capturing a gradual adoption of an English-mediated access to the world, with resulting altered affiliations, affinities, and sense of being. The study traces the emergence of a Chinese community uniquely defined, in its own perception, by the use of the English language; hence its significance to the World Englishes enterprise.

scholarly journals Mobile Learning for English Language Learning Assessment and Evaluation: A Review

2019 ◽  
Author(s):  
Monther M. Elaish ◽  
Liyana Shuib
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
English Language ◽  
Research Problem ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
The Internet ◽  
English Language Learning ◽  
World English ◽  
Research Studies

AbstractCurrently, one of the dominating languages in this world is English language as it has an enormous impact in practically every area of work. In this world, English language is being regarded as the language which is most commonly spoken and it is an international language for business purposes and the language of the internet which covers about 50% of the internet content. At the same time, mobile technology is becoming more and more prominent, and practitioners as well as researchers in education perceive mobile learning as a wonderful educational tool which may promote learning among students who are studying English as a foreign language. As there is a gap in literature concerning the lack of sufficient research studies which collimate their focus on the latest mobile learning technologies instead of English learning, this review intends to fill this gap. Moreover, this review orients its focus on the research problem, the acquisition of English language skills and the level of study of the participants and also it will provide a concise summary of the previous research studies by taking into consideration of group size, the type of assessment which was adopted and the duration of the experimental study in question. Therefore, this review is going to provide to the readers a thorough analysis of all the existing literature from the year 2010 to 2017 pertaining the utilisation of mobile technologies in order to study English language. This review paper focuses mainly on some key aspects that are the number of participants to be employed in such English language study, the duration of the study as well as the type of assessment and also the integration of all these factors. The result of this review can assist researchers in education sector to design accrue and fit experimental design which mitigate the challenges and facilitate the effective use of mobile learning in English language learning.

scholarly journals LOCAL AND TARGET CULTURE MATERIALS: INSIGHT INTO TEACHERS’ PERSPECTIVES

2018 ◽  
Vol 1 (1) ◽  
pp. 245-254
Author(s):  
Chris Asanti ◽  
Syamdianita Syamdianita
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
Contemporary World ◽  
The Status ◽  
Development Technology ◽  
World English ◽  
Teachers Perspectives ◽  
Target Culture

In this contemporary world, English is used to link the communication among people internationally for different universal purposes (Crystal, 2003; Jenkins, 2010; and Kirkpatrick, 2011), for instance, educational advancement, career development, technology, and international relation. It is obvious that the function of English during this period of time has made some countries generate policies to include English as one of the compulsory subjects being taught at schools. However, the materials which are used in school practices are likely to focus on the target culture materials. Due to this reason, it seems that the role of local and target cultures in teaching the language should be taken into consideration. Related to the status of English to the importance of culture in language learning, this research aims at investigating English teachers’ perspectives on the appropriateness of materials in English Language Teaching. In order to get broader pictures, questionnaires and interview were conducted to two English teachers in Samarinda.  The results were interesting as both teachers preferred to expand the materials rather than used the readily materials provided by the school and/or the institution. This created them to become material developers and creators. Other results showed that the teachers were aware of the importance of the cultural content in the materials, thus culture functioned as ‘a filer and a connecting bridge’ in ELT.

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