In this paper we set out to consider the place of the English language in globalised communities. The hegemony, which English enjoys, has ramifications for how it is taught, how and why it is learned and how it is used. We argue that there is a need to consider more socio-cultural and individual factors in the learning and use of English as a lingua franca as these factors constitute crucial aids to successful cross-cultural interactions in professional environments. The latest research on lingua franca English (LFE) (Firth & Wagner, 1997; Kramsch, 2002; Larsen-Freeman, 2002; Block, 2003; House, 2003; Canagarajah, 2006a; Lantolf & Thorne, 2006; Atkinson, Churchill, Nishino & Okada, 2007) confirms our position since it reveals what has always been the experience of multilingual speakers, i.e., “Language learning and use succeed through performance strategies, situational resources, and social negotiations in fluid communicative contexts. Proficiency is therefore practice-based, adaptive, and emergent” (Canagarajah, 2007: 923).

在本文中，我们着手考虑英语在全球化社区中的地位。英语所享有的霸权，对如何教授，如何学习，为什么学习以及如何使用它产生了影响。我们认为，在英语作为通用语言的学习和使用中，需要考虑更多的社会文化和个人因素，因为这些因素构成了在专业环境中成功进行跨文化交流的关键辅助手段。法语通用英语（LFE）的最新研究）（Firth＆Wagner，1997; Kramsch，2002; Larsen-Freeman，2002; Block，2003; House，2003; Canagarajah，2006a; Lantolf＆Thorne，2006; Atkinson，Churchill，Nishino＆Okada，2007）确认了我们的立场它揭示了多语种说话者一直以来的经验，即“语言学习和使用通过绩效策略，情景资源以及在交际交流环境中进行的社会谈判而成功。因此，熟练度是基于实践的，适应性的和紧急的”（Canagarajah，2007：923）。