Language attitudes and linguistic features in the ‘China English’ debate¹

Abstract

In this paper we shall first try to define the term 'China English' (with our own definition of this term deliberated in the 'Discussion' section) as a performance variety in the larger conceptualization of World Englishes. Following that, we will adduce some linguistic features of 'China English' from the relevant literature at four levels (phonology, lexis, syntax, and discourse pragmatics) and discuss the arguments in favor of developing localized pedagogic models in Expanding Circle countries such as China. Then we will report on the findings of our research project: college teachers' and students' perceptions of the ideal pedagogic model of college English in mainland China -'China English' as opposed to a native-speaker-based standard. Our findings suggest that the preferred teaching model of college English in mainland Chinese classrooms is a standard variety of English (e.g. 'General American' or 'Received Pronunciation') supplemented with salient, well-codified, and properly implemented features of 'China English'. The research design and overall findings will be discussed in light of a systematic comparison and contrast with those in a similar survey conducted with mainland Chinese university students.

Overseas Chinese Students’ Perceptions of the Influence of English on their Language and Culture

“…It can be argued that attitudes towards the English language are one of many important aspects when exploring the impact of English in China. However, while we were conducting this research, we discovered a gap in the research literature: researchers have tended to look at attitudes towards the languages themselves (He & Li, 2009;Lo Bianco, Orton & Gao, 2009;Niu & Wolff, 2003), with less emphasis on the negotiation between these two global languages and the influence of English on people's daily life in China. The reason for this may be linked to the current policy that the English language is a key focus of the overall education system in China.…”

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“…14, No. 1, Spring 2017, 144-161 148 tended to look at attitudes towards the languages themselves (He & Li, 2009;Lo Bianco, Orton & Gao, 2009;Niu & Wolff, 2003), with less emphasis on the negotiation between these two global languages and the influence of English on people's daily life in China. The reason for this may be linked to the current policy that the English language is a key focus of the overall education system in China.…”

Returns to Foreign Language Skills in a Developing Country: The Case of Turkey

“…This is extremely relevant in light of the significant scale and resource advantages of the two leading Asian emerging countries, India and China. In fact, in the former, English represents a former colonial language that is co-official and widely spoken among the population, especially among the highly educated, and the latter has the largest English-learner population in the world (Crystal, 2008;He & Li, 2009 Moreover, the government should also foster English teachers' training and professional requirements, since teachers play a fundamental role in guaranteeing the effectiveness of the above-mentioned educational reforms. Second, for the current generation of workers, future public policies should encourage and subsidise their attendance at private FL centres.…”