「國際英語」之意涵與教學

Teaching EIL to English Learners in Taiwan

本文首先指出國內英語學習者刻意模仿英語母語使用者（native speakersof English） 的錯誤心態。事實上，因為生理、語言學習過程、以及社會文化和心理等因素，臺灣的英語學習者要說「道地的」（native-like） 的英語或美語是不切實際，且沒必要的。再者，因為全球化及英語擴散的結果，使用英語的對象已不限於母語使用者，非母語英語使用者（non-native speakers ofEnglish） 也因國際交流而互通頻繁。也因此臺灣的英語學習者較以往有更多的機會和非母語使用者交流溝通。為培養學生在國際交流中實際運用英語的能力，英語教學應提供學生接觸及使用「國際英語」（English as an InternationalLanguage， EIL） 的機會。首先，基於英語單一形式的瓦解，所謂「道地的」（native-like） 英語不應是學習英語最重要的目標。學生應藉由多元的英語教材，接觸體驗不同形式的英語，以為實際溝通的準備。而為達到國際上互通的效果，教學上應著重核心英語知識（core items） 的學習及使用，腔調（accent）的教學則無必要。在溝通上，學生應培養開放調適的態度，學習適時配合對方調整本身溝通的方式。教師本身，則不論是本國籍或外國籍老師，都應努力成為一個「國際英語」的使用者，以提供學生學習「國際英語」多重的模式。

This paper argues against the myths that English L2 learners should learn tospeak like a native speaker of English and that the speech of native speakers is aninvariable model for L2 learners. It is argued that with biological andpsycholinguistic constraints as well as socio-psychological needs, the goal for anaccent-free, native-like speech of L2 learners of English is virtually unattainableand may be undesirable. Further, with widespread diffusion of English as aninternational language (henceforth EIL), English learners and users in Taiwanhave more chances than ever to contact not only native speakers but alsononnative speakers of English. To become efficient communicators of Englishin international communities, learners need to be provided with opportunities todevelop abilities for understanding and producing internationally intelligibleEnglish. It is suggested that a polymodel approach in terms of language modelshould be adopted to take into account the variability of EIL. Specificinstructions for developing learners’ ability for producing intelligible speech inEnglish should come from systematic investigating of the actual use of English ofChinese learners. Classroom instructions should focus on teaching the coreitems that have bearing on international intelligibility of EIL, cultivating learners’accommodating manner, and maximizing learners’ exposure to diverse varietiesof English. An English teacher, be s/he a native or nonnative speaker, shouldstrive to provide for students an educated speaker model, which serves as not onlya source of particular variety of English but also a viable model for learners toemulate.