A new linguistic paradigm, called World Englishes, has been rapidly developing since the late 20th century urging linguists to reconsider all established notions of the norms and standards of the language without, however, providing sufficient clarity as to which of the multiple regional variations of English recognized today should guide teaching English for academic purposes at university level. Particularly awkward seems to be the situation with English for research publication purposes

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... ). The article demonstrates that standardizing English as an international language of science requires the following determinants to be taken into account: discipline-conditioned linguistic characteristics of scientific discourse (linguistics vs other humanities vs natural vs exact and technical sciences); discourse mode (oral or written); language levels (phonetic, lexical, grammatical, pragmastylistic); different functional attitudes of English learners and their language teachers towards correctness of speech in receptive (reading and listening) and productive (speaking and writing) speech activities.