Going Beyond the Native Speaker in Language Teaching
Identifieur interne : 001A18 ( Istex/Curation ); précédent : 001A17; suivant : 001A19Going Beyond the Native Speaker in Language Teaching
Auteurs : Vivian CookSource :
- TESOL Quarterly [ 0039-8322 ] ; 1999-06.
Abstract
This article argues that language teaching would benefit by paying attention to the L2 user rather than concentrating primarily on the native speaker. It suggests ways in which language teaching can apply an L2 user model and exploit the students' L1. Because L2 users differ from monolingual native speakers in their knowledge of their L2s and L1s and in some of their cognitive processes, they should be considered as speakers in their own right, not as approximations to monolingual native speakers. In the classroom, teachers can recognise this status by incorporating goals based on L2 users in the outside world, bringing L2 user situations and roles into the classroom, deliberately using the students' L1 in teaching activities, and looking to descriptions of L2 users or L2 learners rather than descriptions of native speakers as a source of information. The main benefits of recognising that L2 users are speakers in the own right, however, will come from students' and teachers' having a positive image of L2 users rather than seeing them as failed native speakers.
Url:
DOI: 10.2307/3587717
Links toward previous steps (curation, corpus...)
- to stream Istex, to step Corpus: Pour aller vers cette notice dans l'étape Curation :001B35
Links to Exploration step
ISTEX:3C7247F4C6E80EDE4AA01C83891D3917625CD7E4Curation
No country items
Vivian Cook<affiliation><mods:affiliation>University of Essex</mods:affiliation>
<wicri:noCountry code="no comma">University of Essex</wicri:noCountry>
</affiliation>
Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Going Beyond the Native Speaker in Language Teaching</title>
<author><name sortKey="Cook, Vivian" sort="Cook, Vivian" uniqKey="Cook V" first="Vivian" last="Cook">Vivian Cook</name>
<affiliation><mods:affiliation>University of Essex</mods:affiliation>
<wicri:noCountry code="no comma">University of Essex</wicri:noCountry>
</affiliation>
</author>
</titleStmt>
<publicationStmt><idno type="wicri:source">ISTEX</idno>
<idno type="RBID">ISTEX:3C7247F4C6E80EDE4AA01C83891D3917625CD7E4</idno>
<date when="1999" year="1999">1999</date>
<idno type="doi">10.2307/3587717</idno>
<idno type="url">https://api.istex.fr/document/3C7247F4C6E80EDE4AA01C83891D3917625CD7E4/fulltext/pdf</idno>
<idno type="wicri:Area/Istex/Corpus">001B35</idno>
<idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">001B35</idno>
<idno type="wicri:Area/Istex/Curation">001A18</idno>
</publicationStmt>
<sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Going Beyond the Native Speaker in Language Teaching</title>
<author><name sortKey="Cook, Vivian" sort="Cook, Vivian" uniqKey="Cook V" first="Vivian" last="Cook">Vivian Cook</name>
<affiliation><mods:affiliation>University of Essex</mods:affiliation>
<wicri:noCountry code="no comma">University of Essex</wicri:noCountry>
</affiliation>
</author>
</analytic>
<monogr></monogr>
<series><title level="j">TESOL Quarterly</title>
<idno type="ISSN">0039-8322</idno>
<idno type="eISSN">1545-7249</idno>
<imprint><publisher>Blackwell Publishing Ltd</publisher>
<pubPlace>Oxford, UK</pubPlace>
<date type="published" when="1999-06">1999-06</date>
<biblScope unit="volume">33</biblScope>
<biblScope unit="issue">2</biblScope>
<biblScope unit="page" from="185">185</biblScope>
<biblScope unit="page" to="209">209</biblScope>
</imprint>
<idno type="ISSN">0039-8322</idno>
</series>
<idno type="istex">3C7247F4C6E80EDE4AA01C83891D3917625CD7E4</idno>
<idno type="DOI">10.2307/3587717</idno>
<idno type="ArticleID">TESQ1790</idno>
</biblStruct>
</sourceDesc>
<seriesStmt><idno type="ISSN">0039-8322</idno>
</seriesStmt>
</fileDesc>
<profileDesc><textClass></textClass>
<langUsage><language ident="en">en</language>
</langUsage>
</profileDesc>
</teiHeader>
<front><div type="abstract" xml:lang="en">This article argues that language teaching would benefit by paying attention to the L2 user rather than concentrating primarily on the native speaker. It suggests ways in which language teaching can apply an L2 user model and exploit the students' L1. Because L2 users differ from monolingual native speakers in their knowledge of their L2s and L1s and in some of their cognitive processes, they should be considered as speakers in their own right, not as approximations to monolingual native speakers. In the classroom, teachers can recognise this status by incorporating goals based on L2 users in the outside world, bringing L2 user situations and roles into the classroom, deliberately using the students' L1 in teaching activities, and looking to descriptions of L2 users or L2 learners rather than descriptions of native speakers as a source of information. The main benefits of recognising that L2 users are speakers in the own right, however, will come from students' and teachers' having a positive image of L2 users rather than seeing them as failed native speakers.</div>
</front>
</TEI>
</record>
Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Rhénanie/explor/UnivTrevesV1/Data/Istex/Curation
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 001A18 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Istex/Curation/biblio.hfd -nk 001A18 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien |wiki= Wicri/Rhénanie |area= UnivTrevesV1 |flux= Istex |étape= Curation |type= RBID |clé= ISTEX:3C7247F4C6E80EDE4AA01C83891D3917625CD7E4 |texte= Going Beyond the Native Speaker in Language Teaching }}
![]() | This area was generated with Dilib version V0.6.31. | ![]() |