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From English of Specific Cultures to English for Specific Cultures in Global Coursebooks in EIL Era

机译:从EIL时代全球课程手册中的特定文化英语到特定文化英语

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The global spread of English and the advent of a need for English as an International Language has become one of the hotly-debated issues in recent years. This owes much to the fact that English speakers today are more likely to be non-native speakers of English than native speakers, and most likely to use English in communication with other non-native speakers of English than native speakers. A significant number of scholars (e.g., Honna, 2003; Widdowson, 2003) even believe that English is no longer the sole property of its native speakers. Nevertheless, majority of English language teaching coursebooks are still being published by major Anglo-American publishers and are based on the linguistic norms and cultures of native English speaking countries, mainly the USA and the UK. Inevitably, criticism regarding an accurate presentation of cultural information and images about a variety of norms and cultures beyond the Anglo-Saxon and European world has risen. In fact, the English presented in these coursebooks has been seen as mainly representing the linguistic norms and culture of its native speakers, thereby offering ‘English of Specific Cultures’. The current discussions on the English language teaching and culture axis, however, make possible an understanding of an English language that has become first international and then global, thereby creating possibilities of portrayal of linguistic norms and cultures of Outer and Expanding circle countries especially through ELT coursebooks. Commissioned as such, then, English can be regarded as a language through which access to Englishes and cultures of the world accompanies its pedagogy, hence ‘English for Specific Cultures’ (Yano, 2009). Discussing at length the role of English as an International Language and its cultural implications, this article investigates the varieties of Englishes in a series of EIL-based coursebooks, inquiring whether they are based on English of Specific Cultures or English for Specific Cultures. Key words: English as an International Language, English for Specific Cultures, English of Specific Cultures
机译:英语的全球传播以及对英语作为国际语言的需求的出现已经成为近年来热门的话题之一。这主要归因于这样一个事实,即今天说英语的人比说母语的人更可能是说英语的非母语人士,并且比说母语的人更可能使用英语与其他非英语母语的人交流。大量学者(例如Honna,2003年; Widdowson,2003年)甚至认为,英语不再是其母语使用者的唯一财产。尽管如此,大多数英语教学课程仍由主要的英美出版商出版,并以英语为母语国家(主要是美国和英国)的语言规范和文化为基础。不可避免地,人们对准确呈现文化信息和有关盎格鲁-撒克逊人和欧洲世界以外的各种规范和文化的图像的批评越来越多。实际上,这些课程手册中介绍的英语主要被视为代表其母语使用者的语言规范和文化,因此提供了“特殊文化英语”。然而,当前有关英语教学和文化轴心的讨论使人们对英语的理解成为可能,该语言已成为国际性语言,然后成为全球性语言,从而创造了描绘外来和扩展圈子国家的语言规范和文化的可能性,尤其是通过ELT课本。因此,英语作为一种受托人,可以被视为一种语言,通过这种语言,英语可以与世界上的英语和文化一起接受教育,因此被称为“特殊文化英语”(Yano,2009年)。本文详细讨论了英语作为一种国际语言的作用及其文化含义,在一系列基于EIL的课程手册中调查了英语的种类,询问它们是基于特定文化英语还是特定文化英语。关键词:英语作为国际语言特殊文化英语特殊文化英语

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