自然界和人类社会中存在着大量的中间状态，人类的语言也是如此。大多数人在出生后首先习得和掌握的是他的母语（mother tongue），在以后的人生中，会有机会学习第二语言（secongd language）或目的语（target language）。所谓中介语是指第二语言学习者建构起来的介于母语和目的语之间的过渡性语言，它处于不断的发展变化过程中，并逐渐向目的语靠近。

中介语（interlanguage）初探

Reflective Teaching in Second Language Classrooms

PART ONE: THE THEORY AND PRACTICE OF LANGUAGE TEACHING PART TWO: ASPECTS OF LANGUAGE PART THREE: ASPECTS OF TEACHING

语言教学面面观 = Aspects of language teaching

We begin by considering how the recent phenomenon of English as a Lingua Franca (henceforth ELF) fits in with the older notion of lingua francas in general as well as with older versions of ELF. We then explore the beginnings of ELF in its modern manifestation, including the earliest ELF research, and tackle the thorny issue of defining ELF. After discussing the main locations and domains in which ELF research has been carried out to date, we move on to examining research into three linguistic levels, lexicogrammar, phonology and pragmatics, concluding with a discussion of very recent findings revealing ELF's linguistic fluidity. Next, we discuss research into two domains where ELF has proved especially prevalent: business English and academic English. This is followed by a consideration of ELF as a globalized and globalizing practice. We end the article by exploring the implications of ELF research for ELF-oriented English teaching and the role that attitudes are likely to play in this. We conclude that while the relaxed attitudes towards ELF of younger people are promising, strong resistance is still felt by many others, and that the major challenge remains in convincing the examination boards that they should take account of ELF.

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Review of developments in research into English as a lingua franca

Training Foreign Language Teachers: A Reflective Approach

Abstract This paper considers the impact on pedagogy of ELF research and theory in relation to language teacher education and development. As has been much remarked, research in ELF has reached the point where established principles and sanctioned good practice in ELT (English Language Teaching) require substantial reassessment. Empirical work and theoretical discussions pose profound questions to the ELT profession, with major implications for common beliefs and assumptions about all manner of concerns, especially the language syllabus, teaching materials, and language assessment. Yet, as we have also seen, any discussion of major change in pedagogy tends to provoke controversy and unease among practitioners. There has thus far been relatively little in-depth exploration of what teachers might do to incorporate an ELF perspective in practice. Modifying the curriculum or materials in response to ELF requires fundamental rethinking and (re)training in approaches to teaching. This paper reports ongoing attempts to engage and work collaboratively with ELF-aware teachers to re-examine current methodology and practice in context- relevant ways. Only by working with teachers can we properly explore the feasibility of incorporating an ELF perspective in order to move beyond a norm-driven approach.

Towards a post-normative approach: learning the pedagogy of ELF

There have been considerable recent demographic shifts in the use of English worldwide English is now undoubtedly(and particularly) an international lingua franca, a lingua mundi The sociolinguistic reality of English language use worldwide, and its implications, continue to be hotly contested

This is one of the first books to provide a detailed and comprehensive account of recent empirical findings in the field of English as a lingua franca (ELF) Cogo and Dewey analyze and interpret their own large corpus of naturally occurring spoken interactions and focus on identifying innovative developments in the pragmatics and lexicogrammar of speakers engaged in ELF talk

Cogo and Dewey's work makes a substantial contribution to the emerging field of empirical ELF studies As well as this practical focus, this book looks at both pragmatic and lexicogrammatical issues and highlights their interrelationship In showcasing the underlying processes involved in the emergence of innovative patterns of language use, this book will be of great interest to advanced students and academics working in applied linguistics, ELF, sociolinguistics, and corpus linguistics

Analysing English as a Lingua Franca: A Corpus-driven Investigation

The considerable demographic shift in the use of English worldwide, with the effect that L2 speakers outnumber L1 speakers, particularly as typified in English as a Lingua Franca (ELF) communication, is now widely acknowledged in Applied Linguistics. To a certain extent the resulting impact this has in relation to key issues such as the ownership of English has also been recognised. Description of the linguistic consequences of this shift however is less established, and lingua franca corpora are still in their relatively early stages of development, though growing in momentum. This paper will contribute to the emerging body of work that does report on empirical studies in the field, drawing on two corpora of naturally occurring lingua franca interactions which have been gathered for PhD projects at King's College London. To date reported ELF research projects have tended to focus separately on one or other linguistic system, on phonology (e.g. Jenkins 2000; 2005), and to a lesser extent on pragmatics (e.g. House 1999), and on lexicogrammatical features (cf Seidlhofer 2004). The focus of this paper is to report on findings in both pragmatics and lexicogrammar, and in so doing to identify the interrelationship between the two systems and highlight ways in which they are mutually constitutive. The paper aims to show how pragmatic motives can lead to changes in the lexis and grammar, and in turn how lexicogrammatical innovations impact on pragmatic norms and strategies.

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Efficiency in ELF Communication: From Pragmatic Motives to Lexico-grammatical Innovation

It is increasingly acknowledged in applied linguistics that non-native speakersof English outnumber native speakers. This article reflects on the continuedmomentum of the debate regarding English as a lingua franca (ELF) with aview to situating the discussion within a broader framework than has beenthe case hitherto. The article considers the current situation in light of theoreticalpositions on globalization, aligning the key voices in ELF with current viewson the sociopolitical world order as embodied by various means of conceptualiz-ing globalization. The discussion proposes that adopting a

Martin Dewey

Papers

Review of developments in research into English as a lingua franca

Towards a post-normative approach: learning the pedagogy of ELF

Analysing English as a Lingua Franca: A Corpus-driven Investigation

Efficiency in ELF Communication: From Pragmatic Motives to Lexico-grammatical Innovation

English as a lingua franca and globalization: an interconnected perspective