English language teaching (ELT) in Vietnam has been influenced mostly by the native speaker model through the communicative language approach (Pham, 2005). With the spread of globalisation, however, English as an international language has undergone major demographic, geographic, and structural changes. The current roles and status of English require a reexamination of ELT teaching models and methodologies, especially in countries employing traditional methods (Sharifian, 2009). Although scholars have researched theoretical examinations and the resulting teaching implications, teachers’ perspectives have not been extensively studied. Jenkins (2012, p. 492) says it is not academics’ place “to tell teachers what to do.” Therefore, teachers’ voices in discussions of the current status of English and its impacts on their teaching are important. This empirical study addresses this gap in the literature and explores teachers’ thoughts about the recent changes in the role of English for their teaching practices. The data, collected from focus groups of English teachers in Vietnam, show that teachers’ responses to the diversity of English ranged from a preference for the native speaker model to a desire to include varieties of English in the classroom. Based on their reflections, the article discusses several pedagogical directions for ELT in Vietnam and similar expanding circle contexts.

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英语教学模式变化对英语教学模式的影响：越南英语教师反思研究

越南的英语教学 (ELT) 主要通过交际语言方法受到母语模式的影响 (Pham, 2005)。然而，随着全球化的蔓延，英语作为一种国际语言经历了人口、地理和结构的重大变化。英语当前的作用和地位需要重新审视 ELT 教学模式和方法，尤其是在采用传统方法的国家（Sharifian，2009）。尽管学者们对理论考试及其由此产生的教学意义进行了研究，但教师的观点并未得到广泛研究。Jenkins (2012, p. 492) 说，“告诉教师该做什么”不是学术界的职责。因此，教师在讨论英语现状及其对教学的影响时的声音很重要。这项实证研究解决了文献中的这一空白，并探讨了教师对英语在教学实践中的作用最近发生的变化的看法。从越南英语教师的焦点小组收集的数据表明，教师对英语多样性的反应范围从偏爱母语模型到希望在课堂上包括各种英语。基于他们的反思，本文讨论了越南 ELT 的几个教学方向和类似的扩大圈子环境。表明教师对英语多样性的反应范围从偏爱母语模型到希望在课堂上包括各种英语。基于他们的反思，本文讨论了越南 ELT 的几个教学方向和类似的扩大圈子环境。表明教师对英语多样性的反应范围从偏爱母语模型到希望在课堂上包括各种英语。基于他们的反思，本文讨论了越南 ELT 的几个教学方向和类似的扩大圈子环境。