| Of all languages in the world, the English language has become the most widely used and has been gradually preferred as a world language or an international language. It has been increasingly used for internal, external, intranational and international purposes without participation of its native speakers. The internationalization of English inevitably accompanies its extensive indigenization in different social and cultural contexts. As a result, non-native English varieties developed worldwide. China English is one of them. With the popularity of English in China, English now is as an effective tool to introduce foreign cultures into China and spread Chinese culture in the world as well.In the field of foreign language teaching, researchers and scholars focus on the importance of cultural awareness of target language and it proved successful in increasing Chinese students'cross-cultural communicative competence to some extent. However, Chinese culture tends to be ignored in English teaching in China. Due to the inequality between Chinese and English cultures in English language teaching, Chinese learners of English have some difficulties when they are talking about things which are specific to Chinese culture although they have a good command of English and English culture. Some scholars (Cong Cong, 2000; Wu Liqin, 2006) have defined this phenomenon as"Chinese cultural aphasia"in intercultural communication.To maintain Chinese identity in ELT in China may give us a new dimension to English teaching, which can be implemented in Intercultural Approach. Being conscious of China English and an integration of Chinese culture with ELT in China should be regarded as a complement to culture teaching and will help Chinese students overcome the"Chinese cultural aphasia", thus to raise their cross-cultural communicative competence in the context of globalization.This thesis will attempt to, firstly, defend China English by arguing that it is acceptable and valuable in spreading Chinese culture nowadays; and secondly, arouse Chinese people's cultural awareness and cultural confidence in their English learning; and finally some pedagogical implications will be derived from the analysis and research work.This thesis consists of six chapters: Chapter One is the opening part, which introduces the background information of this study, and explains the purpose and layout of this thesis. Chapter Two reviews previous studies on China English, including domestic and foreign scholars'researches. Meanwhile, it proposes the limitation of the previous studies. Chapter Three focuses on an analysis of the acceptability of China English by presenting the theoretical framework of World Englishes to assure that China English is one of the English varieties around the world. And then, by analyzing the functions and Chinese transfer in China English to demonstrate that the appearance of China English is inevitable. Chapter Four advocates maintaining Chinese identity in globalization context based on the acceptability of China English. By analyzing the relationship between language and identity, it proposes the idea of Chinese identity crisis. And through the data collected from bilingual Chinese writers'English-language literatures, it proposes that we can protect our culture and introduce our culture to the world in English or China English. Chapter Five mainly argues the significance of emphasizing Chinese identity in ELT in China. Beginning with a brief review of and a discussion about three ELT approaches in China, it discusses English teaching goals in China, which are to teach English as a lingua franca and to train English learners as the Productive Bilingualism; and finally puts forward some suggestions for English teaching materials in China. Chapter Six is to bring a conclusion to what has been discussed in above chapters. Again, it states the significance of maintaining Chinese identity in ELT and points out the limitations of this thesis and gives suggestions for future research.
|
PDF Full Text Request