Re-evaluating the “Native Speaker” Goal in English Teaching as a Second Language in China
Abstract
The essay critiques the traditional goal of achieving native speaker (NS) proficiency in second language (L2) learning, highlighting its problematic and often unattainable nature. It examines difficulties in defining a native speaker, the unfairness of using NS as a universal goal, and the low likelihood of most learners achieving native-like proficiency. The essay also considers diverse learner motivations, using examples from English teaching in China. The essay proposes alternative goals like “language expertise,” “L2 user,” and “competent language user” as more realistic and fairer. It concludes by advocating for language learning goals tailored to individual needs and aspirations, moving beyond the rigid native speaker model to a more personalized and practical approach in L2 education.
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DOI: http://dx.doi.org/10.3968/13471
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