nowledge available to a language user, because many other factors from the situation will intervene, whether they be psychological (eg, stress). physiological (fatigue), social (group dynamics or power dynamics), situational or genre related requiring specialized situational knowledge or non-standard language, (hospital appointments, business meetings), cultural (valuing reduced communication, such as silence or understatement) or task -related (complexity, difficulty). Nevertheless, acquiring a body of linguistic knowledge for use is an essential part of any language learning. In this early stage of the development of our understanding of international English, there is unity in diversity in that there can be no agreed body of standard English available to be taught or learnt. Very diverse arguments about what should be learnt are available. Usable descriptions whether in the form of corpora, grammars, dictionaries are increasingly well-developed for native varieties of English (inner-circle), but there is as yet no notion of how to develop a body of standard grammatical English in the expanding circle countries . Yet competence in a language, whether labelled international or not, does require linguistic competence. br/>
2.1 Predicting the Future
training teacher student communicative
McKay (2002, p.127) underlines the inevitability of changes that will naturally occur in "English" as a result of its international role, stating, "those changes that do not impede intelligibility should be recognized as one of the natural consequences of the use of English as an international language. "But, there can be no" academy "acting as a" big brother "to regulate and to impose a unified notion of competence on the world's English speakers. A pluralistic notion of "World Englishes" is easier to justify and valuable work is being done to describe different varieties in works such as Melchers and Shaw (2003) and McArthur (2002) who provide encyclopaedic descriptive evidence of different varieties of English around the world.is important to note that broad non-commercial endeavours need to remain extremely modest in the face of the enormity of the descriptive task. Melchers and Shaw (px) readily acknowledge that "although we have found all varieties rich and fascinating, it is inevitable that our personal knowledge and experience is not evenly distributed." Importantly, global-minded scholars such as Melchers and Shaw are the first to recognize, as we all must, that in any cross-cultural endeavour we remain "prisoners of our prejudices" (px). development of "English" and "Englishes" is more easily seen as a natural organic development, both difficult to predict and impossible to control. For educators, however, the relationship between "intelligibility" and linguistic "competence" remains problematic. Achieving "intelligibility" in particular intercultural spee...
