Professional Task by https://padlet.com/xn21363/g4v3fk395v242cqe en-us 2022-04-21 14:24:58 UTC 2025-11-02 01:26:39 UTC hello@padlet.com A Study of the UK Tactics in the International Promotion of English from the Perspective of “Soft Power” In the age of globalisation, international competition has become a battle of 'soft power'. The promotion of languages internationally serves the political, cultural and diplomatic spheres of the country by accelerating exchanges between different cultures, the promotion of political values and the application of foreign policy, and is an important way of enhancing the country's "soft power". It is an important way of enhancing the "soft power" of a country. Therefore, the international promotion of languages has become a national strategy pursued by countries around the world in the context of "soft power". The international promotion of English has not only brought the UK substantial and direct economic value, but also has the hidden value of enhancing the UK's cultural attractiveness and value identity, and promoting the radiating power of the UK's social system, which is an important means of enhancing the UK's national 'soft power'. The globalisation of English is a complex and irreversible process, but the UK's combination of international promotion of English and the promotion of national 'soft power' is a relatively successful example, and has important implications. In this paper, the British Council, the only quasi-governmental body for language promotion in the UK, is used as the research target to explore the strategies, implementation and effects of international language promotion in the UK today. xn21363 https://padlet.com/xn21363/g4v3fk395v242cqe/wish/2152140719 2022-04-21 14:28:49 UTC https://padlet.com/xn21363/g4v3fk395v242cqe/wish/2152140719 English is used more and more widely in interpersonal and international communication due to population flow and the development of globalization, which has an great influence on language learning and pedagogical practice in many countries. An increasing in the number of English learners can always be seen in China, positioned as a country in the Expanding Circle (Kachru, 1992), where English is considered as a foreign language and the norms of Inner circle are emphasized (Jenkins, 2009). However, as Jenkins (ibid.) points out, this conventional characterization fail to reflect the fact that more and more English learners do not learn English just for communication with native English speakers in the Inner Circle; instead, they learn and subsequently apply English as a Lingua Franca in order to contact with speakers who have different mother tongue and to achieve social interaction or professional goals. This new trend is also reflected in China's English Curriculum Standards for Compulsory Education (MOE, 2022), which attach the importance of English in promoting intercultural and international communication. Therefore, it is necessary for language teachers to update their understanding and characterization of English and make adjustment in language teaching to cater for students’ needs.The purpose of the following research design is to explore how prospective Chinese English teachers understand English as a Lingua Franca (ELF), and whether their perceptions would be affected by their learning experience in TESOL program. In addition, this research design aims to investigate how these student teachers would adapt their pedagogical practice to learners’ needs based on their beliefs. First of all, I would engage with literature concerning the development and features of ELF, followed by the norms of native English speakers (NES) through ELF lens, communication in ELF and in communicative language teaching (CLT)/ task-based language teaching (TBLT) in globalized world, as well as empirical studies on correlation between ELF and pedagogical practice. Then I will formulate my research questions and present the methodology of research, including participants, research methods and instruments, methods and procedures of data collection and analysis, as well as ethical issues. Possible limitations and implications will be discussed in the end. https://padlet.com/xn21363/g4v3fk395v242cqe/wish/2152647724 2022-04-21 20:29:11 UTC https://padlet.com/xn21363/g4v3fk395v242cqe/wish/2152647724 As intercultural activities are held more frequently than ever, cultural globalization comes in the wake of economic globalization. As a result, cultural identity has become a hot issue in intercultural interaction. Intercultural interaction is based on a thorough understanding of other cultures, which is conducive to reduce bias and help interlocutors to communicate friendly. However, influenced by the mass media and some websites, English learners are often exposed to western culture superficially and accept western worldviews which sometimes are totally different from and even conflict with the learners’ own cultures. Consequently, they may get lost and be skeptical about their own cultures. In fact, intercultural interaction is not unidirectional. It involves both cultural inputs and outputs, during which English learners can not only take advantage of English to communicate with people from other nationalities and know their cultures, but also use English to spread their own culture.In this essay, I will try to analyze the issues related to English learners’ cultural identity in the EFL context, drawing on a number of literature and my own experience as an English learner in the EFL context for years. I will start with an introduction of the context and rationale which is followed by the literature review about a) the definition of English learners’ cultural identity, b) the features of English learners’ cultural identity, c) the factors that influence English learners’ cultural identity and d) the empirical studies of English learners’ cultural identity. Then I will move on to suggest ways that can be used effectively to cope with issues related to cultural identity.Introduction of the context and rationaleLiterature reviewDefinition of English learners’ cultural identityFeatures of English learners’ cultural identityFactors influencing English learners’ cultural identityEmpirical studies of English learners’ cultural identitySuggestionsReconstruct English learners’ cultural identity- Have cultural confidence in our own cultures- Learn from other culturesChanges ways of intercultural interaction teachingInvolve mother tongue in English learning https://padlet.com/xn21363/g4v3fk395v242cqe/wish/2153294563 2022-04-22 08:17:06 UTC https://padlet.com/xn21363/g4v3fk395v242cqe/wish/2153294563 Language can indeed be a powerful and visual symbol of a culture to some extent, and many countries are spreading their culture by means of their own language. When a language is used primarily for communication between two non-native speakers, as it is in China, it serves more as a medium of communication.Data will be collected through questionnaires and semi-structured interviews with all the students and English teachers of the English College in an international school in China as the subjects of my study. The aim of this study is to explore the teachers' and students' orientations and perceptions of the target language culture and local culture in the process of teaching and learning English in the Chinese context, and how these ideologies influence their teaching and learning activities. Here are my three questions: RQ1: How do teachers and students perceive the relationship between language learning and culture?RQ2: How do students' perceptions affect their learning?RQ3: How do teachers' perceptions affect their teaching? https://padlet.com/xn21363/g4v3fk395v242cqe/wish/2154196066 2022-04-22 23:01:22 UTC https://padlet.com/xn21363/g4v3fk395v242cqe/wish/2154196066