This book fills the gap in World Englishes studies in terms of the pedagogic implication of China English and its use in the Chinese workplace. Using three triangulated methods, namely, questionnaire survey, matched-guise technique, and focused interview, the book adopts an innovative research methodology that combines quantitative and qualitative data from 3,493 participants. Overall, the participants still believe that the standardized Englishes are desirable models of English in China and that China English should be well codified and promoted before being adopted as the pedagogic model. In addition, the book proposes that the curriculum design of university English should include an introduction to the well-defined characteristics of China English and world Englishes. Last but not least, the book reveals that English is being used more widely and frequently in the professional world than before and has become increasingly important in China.

Autorentext
Deyuan He is an Assistant Professor at the Universiti Brunei Darussalam. He obtained his PhD degree from the City University of Hong Kong. His research interests include world Englishes, second language acquisition, and university-level English teaching. He has published in journals like World Englishes, TESOL Quarterly, and Educational Studies. In addition, he recently published the monograph Foreign Language Learning Anxiety in China and co-edited the book Researching Chinese English with Springer. He has been selected for several scholarships and prizes, including the Best Paper Award at international conferences in 2017 and 2010, respectively.

Inhalt
ForewordAcknowledgementsList of AbbreviationsList of TablesList of Figures
Introduction
Chapter 1 Setting the stage: Topics in world Englishes in focus1.1 From English to world Englishes1.2 The models of world Englishes1.3 The categories of world Englishes1.4 The implications for English language teaching (ELT) and reform in China
Chapter 2 Setting the stage: Key topics in China English2.1 China English: The terms and some key arguments2.2 China English: Linguistic features      2.2.1 Phonology      2.2.2 Lexis      2.2.3 Syntax      2.2.4 Discourse2.3 China English: A debate on the model of English to teach in China2.4 China English: A discussion on the curriculum for ELT in China2.5 Who are better teachers for university English teaching in China: NETs or LETs?2.6 China English: Implications for ELT reform in China
Chapter 3 China English and ELT in China: An empirical perspective3.1 Understanding China English as a developing variety3.2 The more desirable pedagogical model for ELT in China      3.2.1 Pedagogical model and English learning effectiveness      3.2.2 China English as part of the pedagogical model3.3 Curriculum design concerning China English3.4 Teacher preference for university English in China3.5 Perceptions of China English      3.5.1 Students vs. teachers      3.5.2 Males vs. Females      3.5.3 Students of the key university vs. those of the second-tier universities       3.5.4 Students of different disciplines3.6 Implications for ELT reform in China
Chapter 4 The use of English in the professional workplace in China4.1 The pattern of language choice in China's workplace4.2 The use of English in China's workplace4.3 The importance and the changes in the importance of languages4.4 Language ability in China's workplace4.5 Implications for ELT reform in China
Chapter 5 China English and the use of English in China: Present and prospects5.1 China English and the use of English in China: Present situation and current issues5.2 China English and the use of English in China: Implications for ELT reform5.3 China English and the use of English in China: Future directions
BibliographyAppendices