Abstract
Due to the spread of the English language in various domains and the fact that English is used as a global language, researchers and educators have started to rethink the models and aims of English language teaching in different settings. From the World Englishes (WE) perspective, this study investigated the attitudes of Chinese university students toward the localized variety of “China English,” as well as the students’ identity construction and negotiation during their English language learning journey. Data were collected through a questionnaire completed by 190 respondents and interviews conducted with 20 participants. The findings revealed the students’ positive attitudes toward China English and non-conformity to English as a native language (ENL). This further reflected the communicative function of English and the students’ interest in forming a Chinese cultural identity. However, the students also showed self-contradictory attitudes toward China English, as most did not want to be clearly identified as Chinese when using English. The data revealed some important reasons for this attitudinal conflict, including the belief that ENL is the standard form of English, as well as the students’ desire to develop an identity as competent second language learners of English. The findings suggest the importance of increasing awareness of the global spread of English and reforming English curricula and assessment in contexts where local varieties of English are emerging.
Highlights
As a widely used language and the most frequent choice for international communication, English has played various roles in different global contexts (Crystal, 2003)
The majority of the respondents (79%) stated that English no longer belongs only to native speakers; rather, it belongs to anyone who uses it (Item 3). 73.7% of the respondents agreed that deviational use was tolerable as long as the speaker could be understood through accommodation and negotiation (Item 4)
Wang’s (2013) findings, where the participants were positive toward non-conformity to English as a native language (ENL) norms, “considering their needs and wants to communicate efficiently and project their Chinese cultural identity properly” (p. 276), the participants would still believe the essence of native standard, a desire for fixed norms with a perception of social advantage of ENL
Summary
As a widely used language and the most frequent choice for international communication, English has played various roles in different global contexts (Crystal, 2003). To meet the learning needs and goals of English learners around the world, some scholars have begun to challenge the traditional native-oriented approach to English language teaching (ELT) This is especially true for students who use English in their encounters with people from various linguistic and cultural backgrounds. With this in mind, ELT practitioners will likely need to revisit some entrenched traditional pedagogical practices based on the fixed standard English norms. They will need to harness cultural identity and implement a more appropriate pedagogic model of ELT in local ELT contexts to increase awareness of the diversity of English and meet the diverse needs and goals of language learners (Fang & Ren, 2018; Galloway & Rose, 2015, 2018)
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