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J

Yeah, what would be the ultimate goal? How many words should we know? How impeccable should our English be? But the size of our vocabulary or the impeccability of our English isn't always the one that makes our English 'fluent'! Right? What is it then?

That might be the ultimate queastion that requires a life-long commitment. So, that's why my goal is, again, to live with English.

Oh well, I believe we all should go for 'nativelikeness', to be honest. And that's exactly the reason that I can't be a teacher, I guess.

I like your English pieces.

01

26

22:59

Aya

Thanks for feedback, J.

> That might be the ultimate question that requires a life-long commitment.
That's absolutely true. I'm fortunate to have something that requires my life-long commitment. Nothing makes me more content than realizing whatever progress I've made in my English learning.

>I believe we all should go for 'nativelikeness', to be honest. And that's exactly the reason that I can't be a teacher, I guess.
I think I understood your point. I'm always seeking the ways that non-native teachers of English could contribute to learners, hoping there should be some.

> I like your English pieces.
That's a huge compliment from a fine writer like you. Thank you :)

01

27

22:16

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http://ayay515.blog111.fc2.com/tb.php/29-0523134c

01

26

コメント

In what ways is nativelikeness important?

This is my posting on the discussion board of "Second Language Acquisition" course of TESOL program. It's fresh from the press, so to speak ;-) Hope you enjoy reading it.


What came up to my mind upon reading the Abrahamsson & Hyltenstam article (2009) is a kind of innocent question, “In what ways is nativelikeness important?” According to their thorough research and analyses, it seems that there is a certain Critical Period for nativelike ultimate attainment of a second language, and is much less common among child learners than has previously been assumed. OK, then, what constitutes the ultimate “goal” of learning a second language? To be fluent enough to be mistaken as a native speaker and be admitted to its language-community, or to be competent enough to transmit thoughts and intentions as they are, or to be able to repair communication breakdowns when they arise?

I sometimes hear Japanese learners of English claim that they would like to be as fluent as native speakers, or even become native speakers (they do not realize contradicting reality here, though.) Although their ambition needs to be respected as one of the motives to further drive their learning, I cannot logically explain the points in aiming for nativelike attainment as a second language learner/speaker.

As Abrahamsson & Hyltenstam suggest, the probability for late learners to develop a nativelike command of linguistic aspects is close to zero. One of my feedbacks to this research finding should be put that nativelikeness is one state of being as a language user, not a goal or target that any language learners should strive for. From a pedagogic viewpoint, what needs to be identified here is what is learnable and teachable, and what extent the attainment of language-learning can be realized for the sake of second language learners. It could be a very painstaking, almost impossible mission,I suppose.

Languages are often interpreted as the vehicle to convey messages. Being nativelike or achieving nativelike attainment should be meaningful only if those competences are utilized for purposes. It may sound a little sentimental, but I cannot help defending the “non-ultimate” attainment of second language learners even though the authors of the article haven’t negated or even mentioned it.


Reference:
Abrahamsson, N. & Hyltenstam, K. (2009) "Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny" Language Learning 59:2, pp.249-306, Langauge Learning Research Club: University of Michigan.
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J

Yeah, what would be the ultimate goal? How many words should we know? How impeccable should our English be? But the size of our vocabulary or the impeccability of our English isn't always the one that makes our English 'fluent'! Right? What is it then?

That might be the ultimate queastion that requires a life-long commitment. So, that's why my goal is, again, to live with English.

Oh well, I believe we all should go for 'nativelikeness', to be honest. And that's exactly the reason that I can't be a teacher, I guess.

I like your English pieces.

01

26

22:59

Aya

Thanks for feedback, J.

> That might be the ultimate question that requires a life-long commitment.
That's absolutely true. I'm fortunate to have something that requires my life-long commitment. Nothing makes me more content than realizing whatever progress I've made in my English learning.

>I believe we all should go for 'nativelikeness', to be honest. And that's exactly the reason that I can't be a teacher, I guess.
I think I understood your point. I'm always seeking the ways that non-native teachers of English could contribute to learners, hoping there should be some.

> I like your English pieces.
That's a huge compliment from a fine writer like you. Thank you :)

01

27

22:16

管理者にだけ表示を許可する

この記事のトラックバックURL

http://ayay515.blog111.fc2.com/tb.php/29-0523134c

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Aya

Author:Aya
English learner

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上記広告は1ヶ月以上更新のないブログに表示されています。新しい記事を書くことで広告を消せます。