Proficiency in English is needed fo

Proficiency in English is needed for employees to advance in international companies and improve their technical knowledge and skills. It provides a foundation for what has been called ‘process skills’ – those problem – solving and critical thinking skills that are needed to cope with the rapidly changing environment of the workplace, one where English is playing an increasingly important role.
Traditionally the target for learning was assumed to be a native – speaker variety of English and it was the native speaker’ s culture, perception, and speech that were crucial in setting goals for English teaching. The native speaker had a privileged status as ‘owners of the language, guardians of its standards, and arbiters of acceptable pedagogic norms’ (Jenkins 2000: 5). Today local varieties of English such as Filipino English and Singapore English are firmly established as a result of indigenization, and in contexts where English is a foreign language there is less of a pressure to turn foreign – language speakers of English (Koreas, Taiwanese, Japanese etc) into mimics of native speaker English, be it a American, British, or Australian variety. The extent to which a learner seeks to speak with a native – like accent and sets this as his or her personal goal, is a personal one. It is not necessary to try to eradicate the phonological influences of the mother tongue nor to seek to speak like a native speaker. Jennifer Jenkins in her recent book argues that received pronunciation (RP) is an unattainable and an unnecessary target for second language learners, and she proposes a phonological syllabus that maintains core phonological distinctions but is a reduced inventory from RP. A pronunciation syllabus for English as an International Language would thus not be a native – speaker variety but would be a phonological core that would provide for phonological intelligibility but not that would provide for phonological intelligibility but not seek to eradicate the influence of the mother tongue.

Results (English) 2:

英语熟练员工提前在国际公司和提高他们的技术知识和技能。它被称为“过程能力”–那些问题–解决和批判性思维技能，需要应对快速变化的环境中的工作提供了基础，一个英语发挥着越来越重要的作用。
传统的学习目标被假定为本地–说话人各种英语是母语的文化，感知，语音是英语教学的重要目标设定。说母语的人有一个特权地位作为语言的业主，其标准的监护人，和教学规范的仲裁者”（詹金斯2000：5）。今天英国地方品种如菲律宾英语和新加坡英语是牢固确立作为一个结果，本土化，在语境中，英语是一门语言有一个小–把外国语言英语为母语的人压力（韩国，台湾，日本等）为模仿地道的英语，这是美国，英国，澳大利亚的品种或。在何种程度上学习者寻求与本地口音说话，–将此作为自己的目标，是个人。这是没有必要试图消除母语语音的影响也不寻求说得像个当地人。珍妮佛詹金斯在她最近的书认为，发音（RP）是第二语言学习者无法达到的和不必要的目标，她提出了一个语音教学大纲保持核心语音的区别，是一种减少库存的RP一个英语作为一种国际语言的发音教学大纲也因此不会是本土–扬声器的变化而将语音核心将提供语音清晰度但不能提供语音可懂度但不努力消除母语的影响。