在亚洲英语语料库(Asian Corpus of English,即ACE)中,我国大陆、香港及台湾地区的口语语料第三人称单数既存在未标记的现象,也存在过度标记的状况。但这两种现象的出现频率都不高,且不影响交际参与者的顺利沟通。教师要培养学生的英语输出能力,用英语传达交流思想和文化的能力,鼓励他们接受各种英语变体,多使用英语进行交流,践行“一带一路”和“文化走出去”倡议,通过英语通用语向世界宣传中华传统文化和思想。
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.