Abstract:

Until the 1990s the objective of L2 learning was to become as like a native speaker as possible; only difference counted as failure. Much second language research has continued to measure L2 users against native speakers. Inevitably what L2 users do is seen as mistake whenever it fails to conform to the language of monolingual native speakers and the L2 users’ level of language proficiency is seen as deficient rather than different. The native speaker construct has, however, become increasingly problematic in (second-language acquisition) research.

The purpose of this study is twofold. First, it lays the ground for a theoretical underpinning of the synergies underlying the debate on language learners versus language users. The focus is on the notion of multicompetence and its implications for teaching a second language. The second strand of the paper focuses on particular developments:
(1) the re-evaluation of the use of native speakers as the norm in favour of L2 users in their own right, and
(2) seeing language transfer as a two-way process in which the native language in the L2 users’ mind is affected by the L2 as well as the reverse.

This study argues that since multicompetence means that the L1 is always present in the user’s mind, it would be artificial and inefficient to avoid its use.

It, therefore, examines pertinent research into the question of bidirectional influence between languages. In addition, the advantages and disadvantages of using learners’ L1 in L2 classroom will be highlighted and specific methodological recommendations will be made.

Keywords:

L2 learning, L2 users, native speaker, language transfer.