In this paper we shall first consider a selection of discourse and rhetorical norms of Modern Standard Chinese and then contrast them with a comparable selection of discourse and rhetorical norms of an`inner circle' variety of English. As the transfer of discourse and rhetorical norms from a first to a second language commonly occurs, we predict that a Chinese variety of English is characterised by a number of discourse and rhetorical norms derived from Chinese. We argue that the presence of these L1 discourse and rhetorical norms should not be seen as`deviations' from Anglo norms, but that, as Chinese speakers are more likely to use the language with other English speakers in the East Asian region rather than with speakers of inner circle varieties of English, the Chinese variety of English is actually a more culturally appropriate model of English than any superimposed`Anglo' norm. Our discussion also considers the importance in China traditionally attached to`models' and`standards' and speculates on the extent to which educators and officials in China are likely to accept a Chinese variety of English as a model for the classroom.

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In this paper, I shall discuss issues regarding globalization and culture in the context of English language teaching (ELT), with a particular focus on Chinese ELT materials in secondary schools in China. Globalization has a far-reaching impact on the foreign language education industry in China. Chinese learners of English view globalization positively as opportunities for geographical and social upward mobility. In addition, Chinese learners adopt a pragmatic approach to Chinese and foreign cultures in terms of negotiated multiculturalism based on a Yin Yang principle (Fang 2011, p. 34) of co-existence, mutual reinforcement and paradoxical unity. This paper reviews Chinese conceptualizations of globalization and culture as well as English as an International Language (EIL), and analyses ELT textbook materials for secondary schools in China. The analytical framework is based on current EIL principles and criteria for ELT materials (Sharifian 2009, McKay 2012, & Matsuda 2012. Chinese secondary school English textbooks have been collected as data, and their analysis shows that 1) texts about cultures other than English (COTE) co-exist with texts of traditional Inner-Circle (Kachru 1982) cultures, 2) cross-cultural perspectives are represented in current secondary school English texts, 3) multiculturalism has been incorporated in the texts, 4) explicit efforts have been made in the compilation of text materials and relevant learning activities to cater for the needs of Chinese secondary students for learning English in the Chinese context, 5) texts that help raise awareness of world Englishes and local functionalities of English are included in the textbooks, and 6) the teachers' and students' relevant personal experiences and schemas are utilized and activated in the choice and design of the main and supplementary texts and related activities. I conclude the paper by arguing that the ongoing globalization and multicultural awareness, alongside the paradigm shift to teaching EIL in the Chinese context have engendered desirability for incorporating multicultural and multimodal ELT materials in China. It is, therefore, not only feasible but also natural and timely to focus on the local functionalities, i.e., local needs, functions and purposes, in the ELT materials, and this has significant implications for Chinese learners and teachers of English.

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Three new eudesmane sesquiterpenes, 5 beta-hydroxyilicic acid (1), 5 alpha-hydroxyl-4-epi-ilicic acid methyl ester (2), and 3 alpha-hydroxyilicic acid (3), together with 12 known sesquiterpenes were isolated from the aerial part of Laggera alata. Their structures were elucidated primarily by NMR and mass spectroscopic methods. The structures of 1 and 2 were confirmed by X-ray crystallography.

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