In line with international developments in applied linguistics, school curricula in Germany have begun to demand that Global Englishes be included in English Language Teaching. However, the perspectives of German school students, the main addressees of such a shift, are little explored. This article investigates the attitudes to and familiarity with different Englishes among 160 German high school students, using a mix of direct and indirect attitude elicitation methods and a nationality identification task. Informants rated (speakers of) Standard Southern British (StSBrE), Standard American (StAmE), Indian (IndE), German (GerE), and African/Kenyan English (AfrE/KenE). Multivariate analyses revealed that informants are most familiar with StSBrE and StAmE. StSBrE and, to a smaller degree, StAmE are perceived as reference norms, while English as a Second Language (ESL) varieties, especially IndE are rated negatively for competence, professionalism, and intelligibility. Familiarity with specific English as a First/Native Language varieties is linked to more positive attitudes. The observed congruence of directly and indirectly elicited attitudes suggests that changes put forth in language curricula have not influenced language attitudes (yet).

中文翻译：

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德国高中生对不同类型英语的态度

随着应用语言学的国际发展，德国的学校课程已开始要求将全球英语纳入英语教学。然而，作为这种转变的主要对象的德国学生的观点却鲜有探讨。本文使用直接和间接的态度诱导方法和国籍识别任务，调查了 160 名德国高中生对不同英语的态度和熟悉程度。线人对标准南部英国 (StSBrE)、标准美国 (StAmE)、印度 (IndE)、德国 (GerE) 和非洲/肯尼亚英语 (AfrE/KenE) 进行评级（讲者）。多变量分析显示，线人最熟悉 StSBrE 和 StAmE。StSBrE 和较小程度的 StAmE 被视为参考规范，而英语作为第二语言 (ESL) 的变体，尤其是 IndE，在能力、专业性和可理解性方面被评为负面。熟悉特定的英语作为第一/母语变体与更积极的态度有关。观察到的直接和间接引发的态度的一致性表明，语言课程中提出的变化尚未影响语言态度。