“世界英语”背景下English与Englishes的措辞选择与意义
World Englishes
Group One
World Englishes
The global spread of English Characteristics of world Englishes Issues World Englishes in the classroom
Introduction
Issue 1: It is difficult to define an English user in terms of either amount of use or degree of proficiency. Being labeled a native speaker is of no particular a priori significance，in terms of measuring facility with the language. Thus，we believe that deciding who will be labeled an English user is not straightforward as might be imagined.
1）the desire of learners of English to emulate one or another inner circle English model 2）the availability of such models in accessible materials，not only in the classroom but also in broader social and cultural interactions.
The inner circle
India China
世界英语的发展与中国英语变体
世界英语的发展与中国英语变体全球化的今天，英语作为一门国际通用语言，其发展与变化牵动着世界各地的语言使用者。
随着时间的推移，英语在各个国家和地区形成了具有地方特色的变体。
其中，中国英语变体的发展和变化尤为引人注目。
让我们回顾一下世界英语的发展历程。
英语起源于中世纪的英格兰，随着大英帝国的扩张，逐渐传播到全世界。
在过去的几个世纪里，英语经历了多次变化。
例如，在文艺复兴时期，英语大量吸收了拉丁语和希腊语词汇；在工业革命时期，由于科技和工业的发展，大量新词被创造出来；到了20世纪，随着全球化的加速和互联网的普及，英语词汇和表达方式也在不断变化。
中国英语变体是世界英语发展中的重要组成部分。
中国英语是在中国特定的社会、文化、历史背景下形成的。
自19世纪以来，随着英国和中国之间的交流增多，英语开始在中国广泛传播。
中国英语变体在语音、词汇、语法等方面都有其独特之处。
例如，中国英语在发音上受到汉语的影响，一些音节和发音方式与汉语相似；在词汇方面，中国英语大量使用了汉语借词，如“功夫”、“kung fu”等；在语法方面，中国英语也表现出一些不同于标准英语的特性。
然而，中国英语变体并非一成不变。
随着中国社会的进步和发展，中国英语也在不断变化。
近年来，随着中国国际地位的提升和对外交流的增多，中国英语的影响力也在逐渐扩大。
一些中国特色的词汇和表达方式也逐渐被纳入英语词典，如“Gaokao”（高考）等。
中国英语教育也在不断发展，越来越多的人开始学习和使用英语。
世界英语的发展与中国英语变体是密不可分的。
中国英语作为世界英语的一个重要组成部分，其发展变化反映了中国社会的进步和发展。
中国英语也为世界英语注入了新的元素和活力。
在未来，随着全球化的深入和中国国际地位的提升，中国英语变体将会更加丰富和完善，为世界英语的发展贡献更多的力量。
浅谈英语在亚洲的变体印度英语题目：浅谈英语在亚洲的变体——印度英语随着全球化的进程，英语作为一门国际性语言，在各个地区都有其独特的变体。
英式英语和美式英语的发展和差异的论文
英式英语和美式英语的发展和差异的论文摘要英语现在已经发展成一个在全球范围内使用最广泛的语言。
英语作为英美文化信息的载体和表现形式，深深地烙上了英美独有的文化印记。
本文从英式英语和美式英语两种语言在音、形、意三个方面语言的差异追溯其变化原因。
通过比较英式英语和美式英语的差异，可以看出社会文化因素对语言的产生和流传有决定作用,并且通过分析英语的这两大变体，折射了英美的政治经济、社会生活、国家历史、地域文化、各自的文化特异现象等等。
由于英语本身具有词汇量大、包容性大、表达简洁的特点，英语语言的发展趋势将向着共同语与多样化并存的方向发展。
关键词：英式英语、美式英语、变化原因；发展趋势abstractnowadays english has been developing into a global language. as a message carrier, english fully reflects the unique cultures possessed by the british and american countries. the first part of this paper investigates the differences between the british english and its american counterpart from politics, economy, social life, culture, and geography. then the underlying causes of the differences are exposed in the second part through which the role cultures have played in shaping as well as circulating a language is highlighted. all in all, since english is characterized by its huge vocabulary, great tolerance, and conciseness, it leaves little room for argument that english will be well on its way to be a diversified common language.key words: british english; american english; cause of change; tendency目前，世界上讲英语的有四亿多人，但作为第一语言，使用人数最多，地域最广的要属是美国和英国。
到底该学英式还是美式学哪个好
到底该学英式还是美式学哪个好
该学英式还是美式还是要根据⾃⼰实际情况来看，看你学英语⽇后的⽤途，还要看你的现有条件。
下⾯来看⼀下详细信息。
英语该学英式还是美式
学英语选择英式还是美式要看学英语的⽤途，如果注重官⽅交际以及以后想去国外学府深造，学英式发⾳更合适，因为它发⾳传统、充分、符合国际⾳标标准，能直观给出单词的结构；如果想在⽇常⽣活使⽤，美式英语⽐较合适，因为它省⼒、轻巧、⾃然，具有强烈的美语特⾊。
就全局来看，美式英语的资料⽐较多，很多有声字典例句是美式发⾳。
各⼈的发⾳很统⼀。
英式英语的资料相对少得多，⽽且有各种⼝⾳，同⼀个单词同⼀个句⼦，很可能每个⼈讲的都不⼀样。
对初学者来说，越是统⼀的越容易建⽴标准，越是多样越难分辨清楚。
学英式英语有时不知道该模仿谁的⼝⾳好。
英式英语和美式英语的区别
区别⼀：单词拼写
英式英语和美式英语的差别⼀在词源不同，⽐如英式英语部分词来⾃法语，⽽美式英语部分词来⾃西班⽛语;⼆在拼写⽅式不同，总体来说英式英语的拼写⽐美式英语更为复杂⼀些。
例如：⾜球，英式⽤football，美式称soccer;旋转⽊马，英式⽤ roundabout, merry-go-round，美式称carousel ;球场，英式⽤ pitch ，美式称field;体育运动，英式⽤ sport，美式称sports (复数) 等等。
区别⼆：发⾳⽅式
英式英语和美式英语在发⾳⽅式上存在⼀定的差异。
英式英语声调起伏偏⼤，吐字清晰⾼亢，摩擦较重，美式英语⽐较婉转柔和，发⾳更加圆润。
⽽且两者在很多元⾳，重⾳和⾳调上都是完全不同的。
亚洲英语教育范式的转变_从EFL_ESL到EAL_朱建新_张海波
亚洲英语教育范式的转变：从EFL/ESL到EAL*朱建新张海波提要：随着亚洲崛起，世界权力中心正逐渐向亚太地区转移。
这一世界格局变化导致了亚洲英语语境的变化，进而推动了亚洲英语教育范式的转变。
本文剖析了亚洲传统英语教育范式在新时期面临的挑战和难以克服的困境，指出亚洲英语教育范式亟须转变，即由传统的以“标准英语”为最终目标的EFL（英语作为外语）/ ESL（英语作为第二语言）范式转向新的EAL（英语作为亚洲语言）范式。
文章还分析了英语作为亚洲语言教育范式的可行性，并阐明了这一新范式的重要意义。
关键词：英语作为亚洲语言；英语作为外语/英语作为第二语言；英语教育；范式转变Abstract：With the rise of Asia，the global power center is gradually shifting from the West to the East．The power shift also brings about changes in the English language context in Asia，which involves a necessary English education paradigm shift．This paper gives an analysis of some challenges and difficulties faced by the traditional English educa-tion paradigm in Asia．It argues that it's time to shift the traditional EFL（English as a foreign language）/ESL（Eng-lish as a second language）paradigm，which takes the so-called“standard English”as the goal，to the new EAL （English as an Asian language）paradigm．The paper further discusses the feasibility of the EAL paradigm，and high-lights in particular the significance of the new paradigm．Key words：English as an Asian language；English as a foreign language/English as a second language；English ed-ucation；paradigm shift中图分类号：H319文献标识码：B文章编号：1004－5112（2014）01－0019－09一、引言著名世界英语（World Englishes）研究学者Kachru（1992）提出的英语传播“同心圈”模型将英语传播的区域划分为三个同心圈。
浅析英式英语与美式英语差异产生的原因
AbstractEnglish is an important tool in international communication. With the development of society, the two variants of English, British English and American English have changed significantly. There are a lot of differences between American English and British English, and the reasons for their differences lie mainly in three aspects: histories, politics and cultures. This thesis is trying to analyze the historical, political and cultural reasons leading to the differences between American English and British English, and trying to present some typical examples of differences in vocabulary, spelling and grammar. At last, it points out the significance of learning the differences between American English and British English.Key words: American English; British English; differences; reasons; significance of study中文摘要英语在国际交流中发挥着极其重要的作用。
新人教版必修一 Unit 2 English around the world全单元[教案]
![新人教版必修一 Unit 2 English around the world全单元[教案]](https://img.taocdn.com/s3/m/fef82b3d580216fc700afd84.png)
Teaching planTeaching aims:1. Get the students to learn different reading skills.2. Get the students to learn about the English language.Teaching important points:1. Develop the students reading ability and let them learn to use some reading strategies such as skimming, scanning, and so on.2.Enable the students to learn about English language and know different kinds of English so as to communicate with people from different countries.Teaching difficult points:Develop the students’ readi ng ability.Teaching methods :Task-based teaching and learningUnit 2English around the world知识目标：本单元需要学习的重点单词为：include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj. )rule(v. ) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard Midwestern southern Spanish eastern southeastern northwestern recognize accent lightning direction ma’am subway block本单元需要学习的重点词组为：play a role in because of come up such as play a part(in) 本单元需要学习的重点句型为：1. World English comes from those countries, where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language. (the Attributive Clause; either. . . or. . . )2. Native English speakers can understand each other even if they don’t speak the same kind of English. (even if. . . )3. It became less like German, and more like French because those who ruled England at that time spoke French. (those who. . . )4. Today the number of people learning English in China is increasing rapidly. (the number of+ n. 作主语时，谓语动词用单数形式)5. Believe it or not, there is no such a thing as standard English. (Believe it or not, . . . )6. The US is a large country in which many different dialects are spoken. (the Attributive Clause)7. In fact, an English dictionary like the kind you use today wasn’t made until the time of the Qing Dynasty. (the Attributive Clause; not. . . until. . . )8. These men spent nearly all of their lives trying to collect words for their dictionaries. (spend. . . in doing sth. )9. At the age of fourteen, he left his village school in Scotland and taught himself while working ina bank. (while doing. . . )10. We know that languages develop and change over time and that is why we have new dictionaries from time to time. (that is why. . . )本单元需要掌握的交际功能用语为：语言交际困难(Difficulties in language communication) Pardon?I beg your pardon?I don’t understand.Could you say that again please?Sorry, I can’t follow you.Could you repeat that, please?Could you speak more slowly, please?How do you spell it, please?本单元需要掌握的语法为：祈使句及其间接引语(the imperative sentence and its indirect speech)1. 要求或命令(demands or orders)“Open the door, ” told he.→He told/ordered me to open the door.2. 请求(requests)He said, “Please open the door. /Would you please open the door? ”→He asked me to open the door.能力目标：1. 能运用所学语言知识谈论有关“世界英语”方面的话题。
worldenglishes PPT内容
世界英语复习资料名词解释1.What is world Englishes?Whereas the English language was spoken in the min-sixteenth century only by a relatively small group of mother-tongue speakers born and bred within the shores of the British Isles, it is now spoken in almost every country of the world, with its majority speakers being those for whom it is not a first language.2.What is pidgin?A pidgin is a language with no native speakers: it is no one‟s first languages but is a contactlanguage. That is, it is the product of a multilingual situation in which those who wish to communicate must find or improvise a simple language system that will enable them to do so...3.What is a Creole?It‟s often defined as a pidgin that has become the first language of a new generation of speakers…a Creole, therefore, is a “normal” language in almost every sense.4.new Englishes resulted from the first diaspora, inner circleNew Englishes learned as second languages or as one language within a wider multilingual (使用多种语言的)repertoire （全部节目，技能）of acquisition（习得）outer circleNew Englishes covers a large number of varieties of English which are far from uniform in their characteristics and current use.5.Levels of variation: pronunciation, grammar, vocabulary/idiom, and discourse style.6.Standard language is the term used for that variety of a language which is considered to be thenorm. It is the variety held up as the optimum for educational purposes and used as a yardstick against which other varieties of the language are measured. Being a prestige variety, a standard language is spoken by a minority of people within a society, typically those occupying positions of powers. Standard English is by no means an easy language variety to identy.7.Non-Standard English is any dialect other than the literary Standard English, and also includescommon errors used by speakers of otherwise Standard English. The word "ain't" is a good example of a non-standard word used by Standard English speakers, but the greatest volume of non-standard English is in the form of regional dialects.8.Lingua franca a language used for communication among people of different mother tongues.A hybrid language containing elements from several different languages used in this way. Anysystem of communication providing mutual understanding.(colonial past; economic power of the us判断题：(内容不完整)1.the two dispersals of English the first dispersal: the migration of around 25000people from thesouth and east of England primarily to America and Australia, resulted in new mother-tongue varieties of English; The first diaspora involved relatively large-scale migrations of mother-tongue English speakers from England, Scotland and Ireland predominantly to north America, Australia and New Zealand. L1 varieties of EnglishThe second diaspora, involving the colonization of Asia and Africa, led to the development ofa number of second language varieties, often referred to as “New Englishes”.L2 varieties ofEnglish.2.Theories of originOne the independent parallel development theory two the nautical jargon theory three the theory of monogenesis and relexification four the baby-talk theory five a synthesis.3.models and descriptions of the spread of Englisholdest model: Strevens an upside-down tree diagramGorlach‟s circle model International English at the center; f ollowed by regional standard Englishes; semi-/sub-regional standard Englishes; non-standard englishes; outer rim:pidgins and creolesMcarthur‟s English spread : world standard English is in the center.Most useful and influential model of the spread of English is Kachru : inner circle outer circle and expanding circle.老师ppt的内容ActivityRead the text and see how much you can understand the following:Helt na envairomen em bikpela samting ol meri long kantri tude i gat bikpela wari long en.Bikos dispela tuplea samting i save kamap strong long sindaun na laip bilong famili na komyuniti insait long ol ples na kantri.Long dispela wik, moa long 40 meri bilong Milen Be provins i bung long wanpela woksop long Alotau bilong toktok long hevi bilong helt na envairomen long ol liklik ailan na provins.Bung i bin stat long Mande na bai pinin long Fraide, Epri 22. Ol opisa bilong Melanesin Envairomen Faundesen wantaim nesenel na provinsal helt opis i stap to bilong givim toktok insait long dispela worksop.Tok Pisin, Papua New Guinean newspaper, WantokEnglish translationHealth and environment are two of the major things which women in the country today have big concern about.Because these things often have a strong effect on the situation and life of families and communities within villages and in the country.This week, more than 40 women from Milne Bay Province are meeting in a workshop at Alotau in order to talk about the difficulties of health and environment in the small islands and provinces. The meeting began on Monday and will finish on Friday April 22.The officers of the Melanesian Environment Foundation together with the national and provincial health office are there too in order to give talks in the workshop.ActivityRead the following two extracts and try to pick out any features of lexis, grammar, pronunciation or discourse style which characterize the variety in each extract.Extract 1O dronke, man disfigured is thy face,Sour is thy breeth, foul artow to embrace,And thurgh they dronke nose semeth the soun,As though thou seydest ay …Sampsoun, Sampsoun‟,And yet, god wot, Sampsoun drank never no wyn,Thou fallest, as it were a stiked swyn.CommentsExt ract 1 is by the Middle English author Geoffrey Chaucer. It comes form the Pardoner‟s Tale‟, one of Chaucer‟s Canterbury Tales (c.1386-1400), and tells the story of a fraudulent preacher who preaches against avarice, a sin which himself commits. The section of the tale provided in extract 1 comes form the Pardoner‟s sermon in which he rails against drunkenness.The language is clearly considerable to modern English, but not necessarily any closer than some of the contemporary New EnglishExtract 2When it was early in the morning of the next day, I had not palm-wine to drink at all, and throughout that day I felt not so happy as before. I was seriously sat down in my parlour, but when it was the third day that I had no palm-wine at all, all my friends did not come to my house again, they left me there alone, because there was no palm-wine for them to drink.CommentsExtract 2 comes from the Nigerian author, Amos Tutuola‟s work, the Palm-Wine Drunkard. Tutuola‟s English is influenced by his mother tongue, Y oruba (an indigenous Nigerian language), and this comes across in his writing. While exhibiting features not found in the English of native speakers (e.g. …all my friends did not come…), Tutuola‟s English should be perfectly intelligible to those who speak other varieties.Extract 3Went down there and he's a-holding three dogs in one hand and the coon in the other hand. And they's all a-trying to bite the coon and the coon a-trying to bite Jack and the dogs, and Jack pulled out a sack and it wasn't a dang thing but an old pillow case that Maggie had used, his wife, it was about wore out.This is an example of Appalachian speech from West Virginia in the US. Appalachian speech is considered to represent a very conservative dialect of American English and therefore to be closer than others to the speech of the original Elizabethan settlers. Certain features are not used in modern English dialects, e.g. the a-prefix with -ing forms.Activity 1Crystal (2003b: 107) provides the following reasons why those for whom English is not their mother tongue should wish to learn it, not only in countries such as India, but in countries such as Brazil, China and Italy.1.Historical reasons2.Internal political reasons3.External economic reasons4.Practical reasons5.Intellectual reasons6.Entertainment reasonsYou read through the reasons and consider these two questions:1. Which, in your view, are most relevant to those who need or want to be able to communicate internationally in the English language?2. Are the scenarios that Crystal outlines still the same as they were in 2003 when his list was published, or are you aware of any changing circumstances in relation to your own and/or other countries?Activity 2Consider the roles of intelligibility and identity in your own language learning experience, as follows:If you speak English as a second or subsequent language:1.Have you ever given thought to retaining your LI identity in English?2.Is it important to you to retain your LI identity in English?3.Are you more concerned to be intelligible to native speakers of English or tonon-native speakers of English, or do you not distinguish between the two groups of listener?4.Do you believe it is appropriate to retain your LI accent in your English or thatyou should attempt to sound 'native-like'?5.Do you believe it is possible to retain your LI accent in English and still beintelligible to native-speakers? /to non-native speakers?Phase 1 -- FoundationThe initial stage of the introduction of English to a new territory over an extended period of time. Phase 2 -- Exonormative stabilisation: FijiBilingualism increases amongst the indigenous population through education and increased contacts with English settlers.Phase 3 – Nativisation: Hong KongNeologisms(新词,旧词新意) stabilize(使稳定) as English is made to adapt to local sociopolitical and cultural practices.Phase 4 -- Endonormative stabilisation: SingaporeGradual acceptance of local norms, supported by a new locally rooted linguistic self-confidence.Phase 5 – Differentiation: Australia and New ZealandA change in the dynamics of identity as the young nation sees itself as less defined by its differences from the former colonial power as a composite of subgroups defined on regional, social and ethnic linesActivityReview five-stage classification of English development and place the following countries within his model: the United States, Nigeria, and India.。
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“世界英语”背景下English与
Englishes的措辞选择与意义
1.引言
英语最初仅被少数母语为英语的人所拥有和使用，然而现在几乎在世界任何
地方都被使用和教授，其中绝大多数使用者为非英语母语者（Jenkins，2003）。
术语“世界英语”（World Englishes）的出现象征着英语功能和形式的变化（Kachru & Smith，2008）。
本文旨在讨论世界各地英语变体的普遍性，描述英
语语言的多样性，并基于“标准英语”的概念及内涵，提出对EFL教师的建议。
1.英语的传播及其影响
要理解Englishes这个词，追踪英语语言的大规模传播是至关重要的。
詹金
斯提出了英语的两种传播：“第一个散居者，最初涉及大约25000人从英格兰南
部和东部主要移民到美国，导致了新的英语母语变体。
”另一方面，包括对亚洲
和非洲的殖民，导致了英语作为第二语言变体的发展（Jenkins，2003）。
虽然
移民和殖民可以解释为什么英语遍布全球，但在20世纪，一些欧洲国家的非英
语母语者也开始使用英语作为交流媒介，这些国家并不是前大英帝国的殖民国家。
一些学者认为，某种语言由于其国家的军事和政治力量，从而成为一种国际语言，同时经济的维持也扩大了该语言的主导地位。
英语的传播不可避免地会产生负面影响。
第一个在于它对其他现有语言的威胁。
一种全球性的语言会削弱人们学习其他语言的动机，导致少数民族语言的退化。
此外，英语的主导地位也破坏了文化认同。
例如，美国对菲律宾的殖民不仅
将英语作为他们的第二语言和共同官方语言，而且阻碍了菲律宾人民族身份认同感，他们当时认为自己是“棕色人种的美国人”。
另一个结果是，英语的传播同
样造成了基于语言的偏见和就业不平等。
积极方面，英语的传播解决了需要一种通用语来促进国际交流的问题；与其
他拥有大量使用者的语言相比，英语是一种相对容易掌握的语言；此外，国际贸
易也因此得到到促进。
3.世界英语(World Englishes)
3.1“标准英语”和英语变体
英语发展过程中，有些变体可能导致沟通障碍。
例如，在像新加坡这样的双
语国家，英语是高度本地化的。
然而，新加坡英语对另一种英语变体的使用者来
说可能听不懂。
因此，一个可以参照的标准英语语言建立十分重要。
据估计，英国12%的人口说标准英国英语(Received Pronunciation,RP)。
正
如所有其他口音一样，RP不是静态的，而是容易发生变化，例如受到伦敦英语特征的影响。
General American(GA)一词用来指没有大量地区化特点的美国口音。
然而，甚至在“标准英式英语”和“标准美国英语”之间也有区别——词汇、语法等，更不用说其他英语变体的多样性了。
3.2Englishes（多样性角度）
英语变体通常用于指英语在世界各地使用的多样性特征。
我们可以按照英语
使用领域对国家进行分类，遵循（并改编于）Kachru开发的三圈模型。
内圈包括英语是第一语言和主导语言的国家：美国、英国、加拿大、澳大利
亚和新西兰（Kachru，2008）。
这些国家通常是提供英语语言规范的国家。
外圈
包括英语在教育和政府中发挥重要作用的国家，在这些国家，英语被作为官方语言，如印度、尼日利亚和新加坡。
外圈国家是英语变体多样的国家，例如，新加
坡英语在新加坡国内已被广泛接受和使用，尽管其他说英语变体的人往往无法理
解它。
扩展圈的国家中，英语经常作为外语教授，这些国家目前包括中国、印度
尼西亚、日本等。
4.对英语教学的影响
在世界英语背景下，Kachru（2008）认为，可理解性（intelligibility）是需要考虑的先验因素。
可解释性是指对一个话语背后的意图、目的或意义的理解,是指从社会文化的角度了解该话语的含义。
英语学习与教学的重点需要从与母语使用者的“相似性”转移到“可理解性”。
英语教学的传统做法倾向于强调有效学习内圈国家，特别是美国和英国的语言行为、文化和社会的重要性；它强调有效学习的优先级，并强调模仿和接近母语语言的准确性和行为的重要性（Graddol，2011）。
在英语教学体系下，英语教师需要接受高语言熟练程度的方法论培训，而学习者往往学习动机不高。
例如，在中国，学生学习英语的主要目的大多不是与英语母语者交流，而是达到升学和就业门槛。
根据詹金斯的说法，标准语言的变体通常比非标准语言的变体更有价值。
人们评判口音；标准的口音，如RP或GA，往往会得到最有利的评价。
人们可能会因为他们的英语口音而在就业方面受到歧视。
欧洲英语口音有时比亚洲英语口音更受欢迎。
然而，值得强调的是，一些非母语英语教师开始改变他们的对于英语标准的态度，因为他们已经看到英语在全球使用所带来的各类英语变体，但学生对于“标准英语”态度的转变要慢得多。
5.对英语教师的建议
理想情况下，外语教学应采用以下模式：母语模型，内语模型作为不可缺少的组成部分；EFL背景更强调外语学习与教学构建的特殊目的，如经济目的。
基于以上对世界英语的讨论，英语的课程和教学大纲设计应该在以下几个方面发挥作用：让学生接触不同种类的英语变体，例如，通过听力理解，提供不同英语变体的不同口音；强调可理解性，而不是一味效仿内圈国家的发音；学习材料应反映英语语言的变化和发展；不仅介绍内环国家的语言文化，也介绍外圈和扩展圈国家的语言与文化；以加强学生全面的语言熟练程度为目标；为学生提供跨文化沟通策略；发音教学应以英语不同种类的基本相同点和关键区分为目标，等等。
6.结语
Englishes的概念是，英语传播的手段和结果从其历史（甚至自然）边界过
渡到当前的全球沟通手段，这表明英语语言不再是内圈国家英语母语者的特权。
它再次提醒我们，当下世界英语背景下，使用Englishes比English更合适。
无论选择什么模型或何种英语教学法，外语教师应该适当采用当地的英语变体，而不是完全用内圈英语范式取代或排除这些英语变体，英语教学的重点应该
是沟通方面的有效学习，包括课理解性等。
参考文献
Bolton, K., Graddol, D. & Meierkord, C. (2011). Towards developmental world Englishes. Journal of World Englishes, Vol. 30, No. 4, pp. 459–480.
Jenkins, J. (2003). World Englishes: A resource book for students. London, UK: Routledge.
Kachru, Y., & Smith, L. E. (2008). Cultures, contexts, and world Englishes. London, UK: Routledge.
Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge, UK: Cambridge University Press.
作者简介：
郭雨洁（1989.09-），女，汉族，河南省郑州市人，郑州财经学院，硕士
研究生，讲师，对外英语教学方向。
封雨彤（1993.06-），女，汉族，河南省郑州市人，郑州财经学院，硕士研
究生，助教，对外英语教学方向。