随着全球化的发展，英语已经成为了各个领域的通用语言（Cogo，2012）。这种趋势对传统英语教学模式提出了挑战，促使非英语母语国家的英语教学目标由强调固定标准的EFL（英语作为外语）逐渐转变为强调可理解性的ELF（英语作为通用语）。提升英语教师，尤其是职前英语教师的ELF意识，对推动这种转变至关重要。研究表明，海外教学经历在一定程度上能够促进教师的ELF意识发展（Kaçar，2021）。然而，该理念在中国仍未得到广泛认可，并且相关研究较为有限。为了填补这一研究空白，本研究比较了国内和国外实习的两组职前教师在ELF感知、跨文化意识和教学实践方面的水平，探讨了国外实习对职前教师ELF意识的影响。共有8名职前教师参与了本研究，每组各4名。本研究采取定性分析法，收集的数据包括半结构化访谈和教学反思日志，使用NVIVO 11 PLUS辅助数据分析。结果显示，海外实习经历显著增强了职前教师的ELF感知能力。通过与英语母语者的频繁接触，职前教师提升了作为英语使用者的自信，减少了对“标准英语”的坚持。同时，通过与不同国家、文化的人士交流，职前教师的跨文化意识显著提升。虽然职前教师对于ELF教学策略的学习不明显，但在海外实习时经历的观课、校园文化节等活动使其对于在未来的教学实践中融入ELF相关知识持积极态度。基于以上发现，本研究为中国的英语教育工作者提出了一些启示，包括完善海外实习体系、加强海外实习对于职前教师ELF意识的培养作用。同时，除了海外实习，教育工作者应通过相关讲座、ELF工作坊等多种渠道培养职前教师的ELF意识和相关知识。

With the development of language globalization, English has become the lingua franca across various domains (Cogo, 2012). This trend challenges traditional English teaching models, prompting a shift in the English teaching objectives of non-native English-speaking countries from emphasizing fixed norms of English as a Foreign Language (EFL) to emphasizing the intelligibility of English as a Lingua Franca (ELF). Enhancing the ELF awareness of English teachers, especially pre-service English teachers, is crucial for driving this transformation. Research indicates that overseas teaching experiences can to some extent foster teachers’ development of ELF awareness (Kaçar, 2021). However, this concept remains largely unrecognized in China, and related research is limited. To address this research gap, this study compares the levels of ELF perception, intercultural awareness, and pedagogical practices between two groups of pre-service teachers undertaking domestic and overseas practicum, investigating the impact of overseas practicum on pre-service teachers’ ELF awareness. A total of eight pre-service teachers took part in this research, with each group consisting of four participants. The study employs a qualitative analysis method, collecting data through semi-structured interviews and teaching reflection journals, and utilizing NVIVO 11 PLUS for data analysis. The results indicate that overseas practicum enhances pre-service teachers’ ELF perception, increasing their confidence as English speakers and reducing their adherence to “standard English” through frequent interactions with native speakers. The experience also significantly promotes their intercultural awareness through their engagement with individuals from diverse countries and cultures. Additionally, while pre-service teachers’ learning of ELF teaching strategies is not evident, classroom observation and participation in campus cultural activities during overseas practicum foster a positive attitude towards incorporating ELF-related knowledge into their future teaching practices. Based on these findings, the study provides insights for English education practitioners in China, including the need to improve the overseas internship system and strengthen the role of overseas practicum in cultivating pre-service teachers’ ELF awareness. Additionally, besides overseas practicum, it is important to utilize multiple channels to foster pre-service teachers’ ELF awareness and knowledge, such as lectures and ELF workshops.