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Standard English and the Model for English Language Teaching in China

Standard English and the Model for English Language Teaching in China
Standard English and the Model for English Language Teaching in China

Standard English and the Model for English Language Teaching in

China

[Abstract] From a national language to a world lingua franca,English is playing a more and more important role in the world. Great changes in English today have also raised peoples’concerns about its mutual intelligibility in the global context as so many people speak different Englishes. The aim of this paper is to discuss the norm of Standard English and the paper elaborates further on the English Language Teaching issues in China today.

[Keywords] Standard English;English language teaching;mutual intelligibility;world lingua franca

1.Introduction

The number of English speakers is growing fast year after year along with the development of international business and cooperation. English is now used almost everywhere on Earth. According to Jandt (2009),there may be two billion speakers of English now. It should be noted that the majority of its speakers are “those for whom it is not a first language”.

This paper explores these questions and highlights the importance of native English standards on comprehensibility. As Jenkins points out “there is a very real concern as to how long the English languages will retain the potential for mutual intelligibility” (2009:99).

2.Standards of English for English Language Teaching

Some people believe the spread of English will be a language killer,while most others think it is a powerful language leading people to success and affluence. One of the most heated disputes relating to English is about English language teaching. More implicitly,what kind of norm or standard should be set for English language teaching?

While standard British and American English is acknowledged and strongly suggested as the norm for all English learners by Quirk,the new Englishes models with distinct diversity are claimed to be embraced by Kachru. Jenkins also proposes a new ELF core. The debates among those linguists and scholars still continues as time passes.

2.1 The ELT Model in China

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时,可以复习颜色的单词和句型。 例如: What color is letter E? It’s green. What color is number 5? It’s blue. …… 学生可以看卡片,回答。 使用方法三: 听指令,翻卡片。 例如: Letter W and number nine. …… 字母和数字也可以分开练习,看学生的程度和具体情况。刚开始可以是教师说指令,学生翻到指定的字母和数字,几个人之后,让学生来下指令,学生翻。为了增强趣味性,可以采取小组竞赛的形式。笔者曾经尝试过,效果不错。 使用方法四: 看谁记得多,记得对。 就是让学生连续看5个或者更多的字母,然后,不看教具,让学生说出看过的字母;数字也可以用同样的方法。将数字与字母相结合,进行教学巩固。根据学生的掌握情况,一次看的字母或数字的个数可逐渐增加, 还可以让学生说说看到的字母或数字的颜色,以加强难度。这样做,一方面,考查学生的记忆能力、观察能力、思维能力,另一方面,充分调动学生的感觉器官,使学习变得有挑战性、有趣味性。笔者曾经尝试过,学生的积极性非常高。 例如: what letters have you seen?

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1.常用虚词 shall, notwithstanding, as, foregoing, aforesaid, the said, aforementioned, above mentioned, according to, under, subject to, in accordance with, as per, as provided in, pursuant, under or in accordance with the agreement, as provided herein, as provided in hereof, include but not limited to, with prejudice, whereas, hereof, hereto, herein, hereby, hereinafter, hereunder, thereof,

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却不是用的“so heavy to be carried”。针对被动语态使用的不同情况,我们一定要做到全面掌握每一种被动语态,这对于学习英语及商务信函和合同的翻译都是十分重要的。 二、英语商务信函和合同中被动语态的语用意义及其翻译 (一)英语商务信函中被动语态的语用意义及其翻译 被动语态作为一种重要的语言手段与工具被广泛运用在商务英语中。与主动语态相比,被动语态不强调动作的发出者,这样在语气上就会显得委婉许多,也不会让动作的承受者感受到一种发出者将某种意思强加的强硬感觉。比如:“It’s hoped that the offer is made as soon as possible”与“Make the offer as soon as possible”这两句话表达的意思相同,但主动语态和被动语态的表达方式却是不一样的,产生的效果也就不一样。被动语态给人是一种商量、希望的口吻,语气上委婉了很多,而主动语态给人一种命

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