Answer two questions about two chapter of Vivian Cook - Essay Example

What do you think of Vivian Cook’s notion of Multi-competence?. Do you agree with the idea that learners have independent language systems? How important is this for research in second language acquisition? (250) Cook’s notion of multicompetence presented a new way of thinking about the way mind can be combined to deal with two languages (Cook, 1999). Cook (1992) examined the influence of L2 on L1, and adds to our understanding of second language learners. The notion of multicompetence was one of the first which did not regard the influence of L2 on L1 as abrasion of the first language (Ortega, 2009).

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. This research also suggests that a clear understanding of these notions of multicompetence helps teachers and classroom organizers in designing second language teaching and research, and these are crucially important for research on SLA. 2. As Vivian Cook says, many of the common assumptions of L2 teaching are challenged by SLA research, but continue to form the basis of much language teaching.

There is no easy link between SLA research and teaching methods. Should research and teaching become more closely linked? The link between SLA research and teaching methods has historically be very difficult to define (Cook, 1999, Cook, 1992). There have been two well documented research findings in the SLE field in the past decades, one supports the argument that SLA is highly systematic, whereas the second is of the view that SLA is highly variable Second language acquisition (SLA) research: its significance for learning and teaching issues (Myles, 2011).

The research also suggests that the route of development of a new learner should be independent both from that of learners mother’s tongue and the context of the learning, which will facilitate the learning process of a new language. The need to link teaching and research has also been recognized by a number of researchers (Myles, 2011). The teaching of new languages does not always need to be well informed theoretically or empirically, and the use of new methods such as ‘silent teaching’ and use of colors can lead to a much easier learning environment for a new learner.

Another important aspect of the link between SLA research and teaching is the research which shows that when a L2 learner is facilitated and set free from inhibitions in a calm and easy-going environment, the rate of learning a new language increase dramatically (Myles, 2011). Other SLA researchers have focused on the teaching methodology focusing on the need to integrate the aspects of ‘learning’ in relation to ‘acquisition’ of new languages. The linking together of these two aspects of learning new languages should also be incorporated in the teaching of L2, which is not evident in current pedagogical methods.

However, academics and researchers need to collaborate more closely to integrate research on SLA with teaching methodologies. References