China English from a sociolinguistic perspective

Abstract

In this paper, I will firstly discuss about the definition of the different varieties of English in China. In order to know how English learners and teachers in China view the current teaching model, and how they perceive the salient features of China English, a questionnaire survey was conducted. We will make comparisons and contrasts among the studies of Kirkpatrick & Xu (2002) and He & Li (2009) and the present study, to examine the shifts in attitudes towards China English and English teaching models. It turns out that people are more inclined towards China English, but different groups of people may hold different views in their acceptability judgements towards China English as an English teaching model. To capture the salient features of China English is also a focus of the study. Chinese cultural representations are exhibited in some key words in China English, including Chinese culture words and political words. This paper investigates specific English words which carry different meanings and emotional connotations in the context of China. Besides, the features of China English can be captured from English translations of Chinese proverbial language, including proverbial metaphors and allusions. In conclusion, we argue that it is only when the specific culture words and political words are accepted as China English, and that new connotations given to key words in the context of China are legitimated, can China English be widely accepted as an English teaching model across China.