What transpires from research is that most teachers have knowledge and personal experience of what is happening in and to English outside their classrooms but their awareness and disposition towards ELF vary considerably (Illés and Szatzker 2013; Jenkins 2007; Schekulin and Dorn 2013). Practitioners’ thinking is often fraught with conflicting views, uncertainties and ambiguities, which might have different reasons and explanations. When making decisions about targets and norms, for example, teachers may be constrained by their specific teaching contexts, especially by ones with strong exam-orientedness (Ranta 2010). According to a study carried out in Switzerland, even when teachers acknowledge the primacy of intelligibility over accuracy in principle, they are reluctant to make changes in their approach to teaching English (Murray 2003). This finding corroborates the general observation that “teachers tend to be unsettled by innovations in the curriculum and all aspects of pedagogic change” (Dewey 2012: 165). In addition, factors such as practitioners’ proficiency (Llurda and Huguet 2003) and the type of institution where they work can also influence their attitude towards ELF (Decke-Cornill 2003). Despite clear arguments as to why this cannot be so (Seidlhofer 2011: Ch. 4), the outdated view of ELF as a new variety of English which should be described, codified and then taught still holds strong. In a recent study conducted in Hungary (Magnuczné Godó 2014), participating teachers perceived ELF as a variety which may replace or threaten Standard English. Medgyes (2014: 183) seems to support a similar conception of ELF in his action plan for teacher education where he suggests that a “grammar of ELF” should be delineated. Overall, it seems that even though teachers of English are aware of the major developments that have taken place in the use of English, they are unsure about how they are to be understood, or how they are to be related to their own teaching practice. They appear to be in a limbo where “they have already pulled native speakers off their pedestal but are not confident

中文翻译：

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ELF意识教师教育中的问题

从研究中得出的结论是，大多数教师对课堂以外的英语发生的事情有了解和个人经验，但他们对 ELF 的认识和倾向差异很大（Illés 和 Szatzker 2013；Jenkins 2007；Schekulin 和 Dorn 2013）。从业者的思维往往充满了矛盾的、不确定的和模糊的，可能有不同的原因和解释。例如，在做出关于目标和规范的决定时，教师可能会受到他们特定教学环境的限制，尤其是那些具有强烈应试导向的人（Ranta 2010）。根据在瑞士进行的一项研究，即使教师在原则上承认可理解性优先于准确性，他们也不愿意改变他们的英语教学方法（Murray 2003）。这一发现证实了一般观察结果，即“教师往往对课程创新和教学改革的各个方面感到不安”（Dewey 2012：165）。此外，从业者的熟练程度（Llurda 和 Huguet 2003）和他们工作的机构类型等因素也会影响他们对 ELF 的态度（Decke-Cornill 2003）。尽管有明确的论据说明为什么不能这样（Seidlhofer 2011：第 4 章），但将 ELF 作为一种新的英语，应该被描述、编纂和教授的过时观点仍然有效。最近在匈牙利进行的一项研究 (Magnuczné Godó 2014) 中，参与的教师认为 ELF 是一种可能取代或威胁标准英语的变体。梅吉斯 (2014: 183) 似乎在他的教师教育行动计划中支持类似的 ELF 概念，他建议应该描述“ELF 语法”。总体而言，似乎即使英语教师意识到英语使用方面发生的重大发展，但他们不确定如何理解这些发展，或者如何将它们与自己的教学实践联系起来。他们似乎陷入了困境，“他们已经将母语人士从他们的基座上拉下来，但没有信心