ABSTRACT
English is taught most extensively as a compulsory subject across different education levels in China. In the past, most of the Chinese teachers of English believed that the native speakers are the model for our English learners. Therefore, those who can imitate the pronunciation and intonation of English native speakers would be regarded as most successful learners, while the overwhelming majority who failed to do so would be considered to be poor learners. Now the myth of native-speaker’s norm has generally been demystified and the concept of ELF has been widely accepted. Based on the nature of ELF, our research team has proposed scenario-based and production-oriented pedagogy for teaching English to university students. The criteria for assessing the learner’s production are intelligibility, acceptance, and distinctiveness. Although this pedagogy has been initiated for effective and efficient English instruction at the tertiary level, it has been proved that it can also be applied to teach Chinese as a second language.
