Multi-competence

Abstract: Taking a process and product view of reading, this paper attempts to explore the relationship between languages in one mind from Cook’s multi-competence perspective. According to multi-competence view, L1 and L2 (or L2s) which are in one mind form a linguistic super-system (Cook, 2004) and not systems which are completely separate. In studies of language transfer, the general idea is that languages have effects on each other. To the purpose of this paper, three studies conducted by the author on the effects of L1 on L2, L2 on L1, and L2 on L3 will be provided. The common finding in all these studies is improvements in the process of reading in any given language will result in improvements in the process of reading in other languages. However, the same transferability power that can be conceived for the process of reading cannot be conceived for the product of reading as factors such as directionality of transfer and language proficiency interfere with this. It is recommended that since the process aspect of reading in different languages in one mind is transferable, native or foreign language teachers take this aspect of the relationship between languages as seriously as possible so that its effects can be witnessed both in the language of instruction and other languages that exist in the mind of the reader, be it L1, L2 or any further language. An advantage of this is that an increase in the process or reading will also result in an increase in the product of reading both in the language of instruction and any other language in mind if other conditions are met.

Abstract: Book synopsis: How are two or more languages learned and contained in the same mind or the same community? This handbook presents an up-to-date view of the concept of multi-competence, exploring the research questions it has generated and the methods that have been used to investigate it. The book brings together psychologists, sociolinguists, Second Language Acquisition (SLA) researchers, and language teachers from across the world to look at how multi-competence relates to their own areas of study. This comprehensive, state-of-the-art exploration of multi-competence research and ideas offers a powerful critique of the values and methods of classical SLA research, and an exciting preview of the future implications of multi-competence for research and thinking about language. It is an essential reference for all those concerned with language learning, language use and language teaching.

Abstract: Book synopsis: How are two or more languages learned and contained in the same mind or the same community? This handbook presents an up-to-date view of the concept of multi-competence, exploring the research questions it has generated and the methods that have been used to investigate it. The book brings together psychologists, sociolinguists, Second Language Acquisition (SLA) researchers, and language teachers from across the world to look at how multi-competence relates to their own areas of study. This comprehensive, state-of-the-art exploration of multi-competence research and ideas offers a powerful critique of the values and methods of classical SLA research, and an exciting preview of the future implications of multi-competence for research and thinking about language. It is an essential reference for all those concerned with language learning, language use and language teaching.