Cook argues in this article that more attention needs
to be paid to the L2 user rather than simply the native speaker in the context
of language teaching. Often it is assumed that only native speakers make good
models for the language classroom. The author argues that using only native speakers
for L2 teaching undermines the successful, competent L2 user and can sometimes
present an unattainable model for learners. She recommends recognizing L2 users
in and outside the classroom.
Native speakers are not always aware of language in a formal sense and not
all native speakers are necessarily "fluent" in that they only function well
in certain settings. They are native speakers because that is the language they
learned first. L2 learners cannot be turned into native speakers, only L2 users.
Success or failure of L2 learners is often judged against the native speaker
standard. As Cook notes; "Most L2 learners resign themselves to "failing" to
reach the native speaker target." The percentage of learners who actually achieve
native-like proficiency is very small. The argument that follows is that L2
competence should not be compared to native speaker competence but should be
defined in terms of L2 knowledge and skills.
This article also examines the positive characteristics of what the author
refers to as multicompetent language users. These language users speak more
than one language proficiently and may have some advantages in terms of language
and thought processes over monolingual native speakers. A summary of this type
of research follows:
In terms of language processes, multicompetent language users:
In terms of thought processes they:
Multicompetent L2 users need not be considered deficient native speakers and this
author argues that these language users make good models for the language learning
context. Although their language may differ from that of native speakers, it should
not be judged as better or worse than that of a native speaker. Often accent is
seen as a measure of success in L2 learning and L2 learners are "penalized" for
being associated with a certain culture because of their accent. Although research
does confirm that L2 learners benefit from exposure to native speakers, this suggestion
should not exclude competent L2 users as effective language models. This discussion
concludes by suggesting some recommendations for teaching which relate to this
focus on language users:
This article does not refute the value of using native-speakers as models in the
language learning setting. It does however point to ways in which language teaching
can shift the focus from becoming a native speaker to becoming a competent language
user. The suggestion that multicompetent L2 users also make good language models
for L2 learners and in some cases have advantages over native-speakers in the
L2 teaching context is an important point to be considered.
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