Researchers on Second Language acquisition have historically been aware of the threats which native language speakers cope with when learning new languages, and on their relative competencies (Ortega, 2009). Cook divided the goals of a learned into two broad categories, which are important for any learner of new languages. These are based on external goals, which examine the ways in which a new learner would use language outside the classroom (Cook, 2002). Other goals are internal goals, which relate to the way a new learner’s mental development progresses .However, according to Cook, in many cases, the internal development of language are often ignored in the classroom, which is detrimental to the learning of new languages (Cook, 2002). Learners do have an independent language system, which is used for acquisition of new languages. According to Oller (1983), the degree of proficiency of a language learner is multicomponential, and it consists of a number of interrelated abilities, as well as general abilities or set of strategies for learning. Learners also have an independent grammar system, which helps them in the process of learning a new language. There is also evidence that multicompetence is a distinct state of mind, and L2 users have different cognitive processes that L1 users.