The Native Speaker: Myth and RealityLinguists, applied linguists and language teachers all appeal to the native speaker as an important reference point. But what exactly (who exactly?) is the native speaker? This book examines the native speaker from different points of view, arguing that the native speaker is both myth and reality. |
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Page 38
... question ( Corder , 1981 ; Ellis , 1985 ) . The first question is discussed by Winitz ( 1981 ) , who describes the ' cross - over effect ' whereby adults ' initial superiority in language learning is lost as the L2 is acquired . Winitz ...
... question ( Corder , 1981 ; Ellis , 1985 ) . The first question is discussed by Winitz ( 1981 ) , who describes the ' cross - over effect ' whereby adults ' initial superiority in language learning is lost as the L2 is acquired . Winitz ...
Page 68
... question , similar to ( but not the same as ) the one we have just been discussing , the other is which English such a speaker is a native speaker of ( see Chapter 8 ) . The native - speaker question appears to be different this time ...
... question , similar to ( but not the same as ) the one we have just been discussing , the other is which English such a speaker is a native speaker of ( see Chapter 8 ) . The native - speaker question appears to be different this time ...
Page 93
... question . Let me approach it from the opposite angle . Language Proficiency Is it the case that non - native speakers differ in terms of proficiency ? This question seems hardly worth asking since the answer must be that of course they ...
... question . Let me approach it from the opposite angle . Language Proficiency Is it the case that non - native speakers differ in terms of proficiency ? This question seems hardly worth asking since the answer must be that of course they ...
Contents
Sociolinguistic Aspects of the Native Speaker | 51 |
Communicative Competence Aspects of the Native Speaker | 97 |
Intelligibility and the Speech Community | 118 |
Copyright | |
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accept acquired acquisition adult answer appears applied linguistics approach appropriate argued argument assume attitudes become behaviour bilingual British called Chapter child claim clear communicative competence concerned consider context course culture define definition dialect difficult discussion distinction distinguish doubt English evidence example exist expect fact foreign given Grammar his/her human identity important indicates individual input intelligibility interest International issue judgements kind knowledge langue learners learning less matter means membership mother tongue native speaker necessary non-native speakers normal norms noted performance perhaps person position possible Press problem proficiency question range refers regarded relation rules s/he second language seems semilingualism sense sentences share similar situations social sociolinguistic speak speech community standard language suggested talk teachers teaching true understand University variety Welsh wish writing