以中国为例论英语在外语型国家的变异与教学策略
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摘要
众所周知，英语是当今世界上流行最广的语言。但是，当1066年诺曼人入侵英国时，世界上说英语的人仅有1，500，000左右。到了莎士比亚时代，也只有约5，000，000人讲英语。即使到了十八世纪初，就使用范围及其地位而言，英语尚不能与法语、意大利语相比。近些年来，由于英语国家在世界经济、文化和政治领域里的主宰地位，其语言也成为世界性的语言。英语的不断国际化和本土化在世界各地已引发出日益尖锐的矛盾，对世界诸英语和文化移入等问题的研究自七十年代末以来已成为国际语言学界的一项重要课题。
受到各地区母语和文化的影响，英语在其不断的繁荣与扩散过程中产生了一定的变异，逐渐形成了具有地方特色的英语变体。今天虽然英语仍被看作一门语言，但已不再是一个抽象的、有着同一标准的单数概念，英语的复数形式(Englishes)频繁出现，用以指称世界范围内地区使用的英语变体。英语变体的产生从一个角度讲，大大地丰富了这种语言，但在另一方面也对语言标准的唯一性造成了极大威胁。在英语外语型国家，英语没有成熟完整的语言标准，因此，给英语定位、正确地指导学习者学习和掌握英语是非常必要的。随着语言的发展，教学策略也应该有所改变，让我们的语言学习者有能力毫无障碍的参与国际性交流，在了解世界、引入先进事物的同时也向世界更为准确与全面地展示中国是教学工作者的责任。
本文首先简要介绍了英语的发展历史及其全球化传播的必然性，接着以Kachru的“三个同心圆理论”为基础，介绍英语从单中心向多中心发展的趋势，从理论角度阐释了英语的世界性发展与其产生变异的必然关系。对于英语在外语型国家的变异，本文以中国英语为例进行了详细说明。由英语的变异而产生的问题引起了教学策略的改变，文章将重点放在两个问题上：一是英语在外语型国家的变异，尤其是在中国的变异，并将其与大家常提到的Chinglish联系起来；二是以中国英语教学为背景，为使语言学习者更有效而准确地掌握语言提出的针对性的教学策略。
It is well known that English is the most widely used language in nowadays' world. However, when Normans invaded the Great Britain, there were only about 1.5 million people who spoke English; in the Shakespeare times, the situation did not change a lot, and just about 5 million people spoke English; even in the 18~(th) century, in terms of the language-using area and status, English still could not compare with French or Italian. During recent years, since English-speaking countries occupy the dominant position in such fields as economy, culture and politics of the world, English has become the world language. The constant globalization and nationalization of English has brought more and more speculate contradiction. The study on problems of different versions of English around the world and cultural naturalization has become an important subject in the field of linguistics since the late 1970s.
Influenced by various mother tongues and cultures of different places in the world, English has experienced some variations during its constant flourishing and spreading, gradually forming varieties of local features. Today, although English is still considered as one language, it is not an abstract single concept with one identical standard any more. The plural form of the word "English"--Englishes frequently appears so as to represent so many English varieties existing in the world. Looking at some certain aspects, the birth of English varieties greatly enriches the language, but on the other hand, it also menaces the uniqueness of language standard. In the non-English speaking countries, English does not have a mature and integrated standard; therefore, it is quite necessary to orientate English and guide its learners to learn and master the language. Teaching strategies should be altered along with the developing of the language. It is teachers' responsibility to let our language learners have the ability to participate in the international communion without any impediment and bring forth China to the world more accurately and comprehensively during their knowing of the world and introducing the advanced to our country.
The paper begins with a brief introduction of the history of English development and the inevitability of its worldly spreading, followed by the discussion of tendency of English to develop from the single center to the multi center, which is based on Kachru's Three Concentric Circles Theory. The positive connection between English's global development and variations is theoretically explained. To variations of English in non-English speaking countries, the paper gives particularization by taking China English for example. Problems caused by English variations lead to the altering of
受到各地区母语和文化的影响，英语在其不断的繁荣与扩散过程中产生了一定的变异，逐渐形成了具有地方特色的英语变体。今天虽然英语仍被看作一门语言，但已不再是一个抽象的、有着同一标准的单数概念，英语的复数形式(Englishes)频繁出现，用以指称世界范围内地区使用的英语变体。英语变体的产生从一个角度讲，大大地丰富了这种语言，但在另一方面也对语言标准的唯一性造成了极大威胁。在英语外语型国家，英语没有成熟完整的语言标准，因此，给英语定位、正确地指导学习者学习和掌握英语是非常必要的。随着语言的发展，教学策略也应该有所改变，让我们的语言学习者有能力毫无障碍的参与国际性交流，在了解世界、引入先进事物的同时也向世界更为准确与全面地展示中国是教学工作者的责任。
本文首先简要介绍了英语的发展历史及其全球化传播的必然性，接着以Kachru的“三个同心圆理论”为基础，介绍英语从单中心向多中心发展的趋势，从理论角度阐释了英语的世界性发展与其产生变异的必然关系。对于英语在外语型国家的变异，本文以中国英语为例进行了详细说明。由英语的变异而产生的问题引起了教学策略的改变，文章将重点放在两个问题上：一是英语在外语型国家的变异，尤其是在中国的变异，并将其与大家常提到的Chinglish联系起来；二是以中国英语教学为背景，为使语言学习者更有效而准确地掌握语言提出的针对性的教学策略。
It is well known that English is the most widely used language in nowadays' world. However, when Normans invaded the Great Britain, there were only about 1.5 million people who spoke English; in the Shakespeare times, the situation did not change a lot, and just about 5 million people spoke English; even in the 18~(th) century, in terms of the language-using area and status, English still could not compare with French or Italian. During recent years, since English-speaking countries occupy the dominant position in such fields as economy, culture and politics of the world, English has become the world language. The constant globalization and nationalization of English has brought more and more speculate contradiction. The study on problems of different versions of English around the world and cultural naturalization has become an important subject in the field of linguistics since the late 1970s.
Influenced by various mother tongues and cultures of different places in the world, English has experienced some variations during its constant flourishing and spreading, gradually forming varieties of local features. Today, although English is still considered as one language, it is not an abstract single concept with one identical standard any more. The plural form of the word "English"--Englishes frequently appears so as to represent so many English varieties existing in the world. Looking at some certain aspects, the birth of English varieties greatly enriches the language, but on the other hand, it also menaces the uniqueness of language standard. In the non-English speaking countries, English does not have a mature and integrated standard; therefore, it is quite necessary to orientate English and guide its learners to learn and master the language. Teaching strategies should be altered along with the developing of the language. It is teachers' responsibility to let our language learners have the ability to participate in the international communion without any impediment and bring forth China to the world more accurately and comprehensively during their knowing of the world and introducing the advanced to our country.
The paper begins with a brief introduction of the history of English development and the inevitability of its worldly spreading, followed by the discussion of tendency of English to develop from the single center to the multi center, which is based on Kachru's Three Concentric Circles Theory. The positive connection between English's global development and variations is theoretically explained. To variations of English in non-English speaking countries, the paper gives particularization by taking China English for example. Problems caused by English variations lead to the altering of
引文
[1] Baugh & Cable. A History of the English Language. 1978.
[2] Brown, D. Principles of Language Learning and Teaching. New Jersey: Prentiee Hall. 1987.
[3] Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research Press. 1994.
[4] Burt, M. K. Error analysis in the adult EFT classroom. TESOL Quarterly. 1975, 9,No. 1,53-63.
[5] Burt, M. K.&Kipasky, C. Global and local mistakes. In Schumann & Stenson. 1974.
[6] N (eds.) in Second Language Learning. Rowley, Ma: Newbury House. 71-80
[7] Byrne, Donn. Techniques for Classroom Interaction. London: Longman Group UK Limited. 1987.
[8] Canale, M. & M. Swain. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics. 1980,I: 1-48
[9] Chastain, K. Native speaker reaction to instructor-identified student second-language errors. MLJ. 1980, 64, 210-15
[10] Chevillet, F. English or Englishes? English Today. 1993, 36:29--33
---Christophersen, 'Native Speakers' and world English. English Today. 1988,15:15—18.
--- The prescriptive bugbear. English Today. 1989, 19:46—7.
[11] Cook, V. Second Language Learning and Language Teaching. Second Edition. Beijing: Foreign Language Teaching and Research Press. 2000.
[12] Corder, S. P. The significance of learner's errors. IRAL. 1967, Vol. 5.
--- "Idiosyncratic dialects and error analysis". IRAL. 1971, Vol. 9, No. 2, 147-60.
[13] Reprinted in Richards. 1974; Schumann and Stenson. 1975; and Corder. 1981.
--- Introducing Applied Linguistics. London: Penguin Education. 1973.
--- Error analysis, interlanguage and linguistics. Abstract Vol. 8. No. 4. 1975, 201--16
[14] ELLIS, R. Understanding Second Language Acquisition. Oxford: Oxford University Press. 1992.
[15] Fries, C. Teaching and Learning English As a Foreign Language. Ann Arbor: University of Michigan Press. 1945.
[16] Hanner, Jeremy. The Practice of English Teaching. London and New York: Longmnan Group Limited. 1983.
[17] Jenkins, J. World Englishes: a resource book for students. London:Routledge. 2003.
[18] Jiang, Yajun. Chinglish and China English. English Today. 1995, 41:52—54
[19] Kachru, B. The Ssacred Cows of English. English Today. 1988, 16:3—3. ---World Englishes: approaches, issues and resources. Language Teaching. 1993, 25:1—14.
[20] Kaehru, B. English in the World, Cambridge: Cambridge University Press. 1985.
[21] Leech, G. Principles of Pragmatics. London: Longman. 1983.
[22] Lessard-Clouston, M. Language Learning Strategies: An Overview for L2 Teachers. The Internet TESL Journal. 1997.
[23] Longman Dictionary of Contemporary English. London: Longman Group Limited. 1995.
[24] Modiano, M. International English in the Global Village. English Today. 15/12:22～34
[25] Nunan, David. Language Teaching Methodology. Prentice Hall. 1991.
[26] Ooi, D. Vocabulary Teaching: Looking Behind the Word. In ELT Journal. 1996,Vol.50.
[27] Oxford Advanced Learner's Dictionary of Current English. Fourth Edition. Oxford: Oxford University Press. 1989.
[28] Putseys, Y. The worM's languages: how many speakers? English Today. 1993, 36:4—12
[29] Quirk, R. Language Varieties and Standard Language. English Today. 1990, 21:3～10
[30] Rivers, Wilga M. Teaching Foreign Language Skills. Chicago: University of Chicago Press. 1981.
[31] Rivers, Wilga M. Interactive Language Teaching. Cambridge: Cambridge University Press. 1997.
[32] Taylor, B. The use of overgeneralization and transfer learning strategies by elementary and intermediate students in ESL. Language Learning. 1975, Vol.25, NO, 1.
[33] Varadi,T. Strategies of target language learner communication: message adjustment. Paper Presented at the VI Conference of Romanian-English Linguistics Project Timisoara. 1973.
[34] Yano,Y. World Englishes in 2000 and beyond. World Englishes. 2001, 20/2:119～31
[35] 葛传槼，“漫谈由汉译英问题”，《翻译通讯》，1980，第二期。
[36] 桂诗春，《应用英语与中国英语教学》，济南：山东教育出版社，1988。
[37] 李文中，“中国英语与中国式英语”，《外语教学与研究》，1993，第四期。
[38] 秦秀白，《英语简史》，长沙：湖南教育出版社，1983。
[39] 束定芳，庄智象，《现代外语教学一理论、实践与方法》，上海：上海外语教育出版社，2000。
[40] 注榕培，《英语词汇学研究》，上海：上海外语教育出，2000。
[2] Brown, D. Principles of Language Learning and Teaching. New Jersey: Prentiee Hall. 1987.
[3] Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research Press. 1994.
[4] Burt, M. K. Error analysis in the adult EFT classroom. TESOL Quarterly. 1975, 9,No. 1,53-63.
[5] Burt, M. K.&Kipasky, C. Global and local mistakes. In Schumann & Stenson. 1974.
[6] N (eds.) in Second Language Learning. Rowley, Ma: Newbury House. 71-80
[7] Byrne, Donn. Techniques for Classroom Interaction. London: Longman Group UK Limited. 1987.
[8] Canale, M. & M. Swain. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics. 1980,I: 1-48
[9] Chastain, K. Native speaker reaction to instructor-identified student second-language errors. MLJ. 1980, 64, 210-15
[10] Chevillet, F. English or Englishes? English Today. 1993, 36:29--33
---Christophersen, 'Native Speakers' and world English. English Today. 1988,15:15—18.
--- The prescriptive bugbear. English Today. 1989, 19:46—7.
[11] Cook, V. Second Language Learning and Language Teaching. Second Edition. Beijing: Foreign Language Teaching and Research Press. 2000.
[12] Corder, S. P. The significance of learner's errors. IRAL. 1967, Vol. 5.
--- "Idiosyncratic dialects and error analysis". IRAL. 1971, Vol. 9, No. 2, 147-60.
[13] Reprinted in Richards. 1974; Schumann and Stenson. 1975; and Corder. 1981.
--- Introducing Applied Linguistics. London: Penguin Education. 1973.
--- Error analysis, interlanguage and linguistics. Abstract Vol. 8. No. 4. 1975, 201--16
[14] ELLIS, R. Understanding Second Language Acquisition. Oxford: Oxford University Press. 1992.
[15] Fries, C. Teaching and Learning English As a Foreign Language. Ann Arbor: University of Michigan Press. 1945.
[16] Hanner, Jeremy. The Practice of English Teaching. London and New York: Longmnan Group Limited. 1983.
[17] Jenkins, J. World Englishes: a resource book for students. London:Routledge. 2003.
[18] Jiang, Yajun. Chinglish and China English. English Today. 1995, 41:52—54
[19] Kachru, B. The Ssacred Cows of English. English Today. 1988, 16:3—3. ---World Englishes: approaches, issues and resources. Language Teaching. 1993, 25:1—14.
[20] Kaehru, B. English in the World, Cambridge: Cambridge University Press. 1985.
[21] Leech, G. Principles of Pragmatics. London: Longman. 1983.
[22] Lessard-Clouston, M. Language Learning Strategies: An Overview for L2 Teachers. The Internet TESL Journal. 1997.
[23] Longman Dictionary of Contemporary English. London: Longman Group Limited. 1995.
[24] Modiano, M. International English in the Global Village. English Today. 15/12:22～34
[25] Nunan, David. Language Teaching Methodology. Prentice Hall. 1991.
[26] Ooi, D. Vocabulary Teaching: Looking Behind the Word. In ELT Journal. 1996,Vol.50.
[27] Oxford Advanced Learner's Dictionary of Current English. Fourth Edition. Oxford: Oxford University Press. 1989.
[28] Putseys, Y. The worM's languages: how many speakers? English Today. 1993, 36:4—12
[29] Quirk, R. Language Varieties and Standard Language. English Today. 1990, 21:3～10
[30] Rivers, Wilga M. Teaching Foreign Language Skills. Chicago: University of Chicago Press. 1981.
[31] Rivers, Wilga M. Interactive Language Teaching. Cambridge: Cambridge University Press. 1997.
[32] Taylor, B. The use of overgeneralization and transfer learning strategies by elementary and intermediate students in ESL. Language Learning. 1975, Vol.25, NO, 1.
[33] Varadi,T. Strategies of target language learner communication: message adjustment. Paper Presented at the VI Conference of Romanian-English Linguistics Project Timisoara. 1973.
[34] Yano,Y. World Englishes in 2000 and beyond. World Englishes. 2001, 20/2:119～31
[35] 葛传槼，“漫谈由汉译英问题”，《翻译通讯》，1980，第二期。
[36] 桂诗春，《应用英语与中国英语教学》，济南：山东教育出版社，1988。
[37] 李文中，“中国英语与中国式英语”，《外语教学与研究》，1993，第四期。
[38] 秦秀白，《英语简史》，长沙：湖南教育出版社，1983。
[39] 束定芳，庄智象，《现代外语教学一理论、实践与方法》，上海：上海外语教育出版社，2000。
[40] 注榕培，《英语词汇学研究》，上海：上海外语教育出，2000。