EVIDENCE FOR MULTICOMPETENCE

COOK, VJ

doi:10.1111/j.1467-1770.1992.tb01044.x

2006-10-27

519

PRE

COOK, VJ *

DOI：10.1111/j.1467-1770.1992.tb01044.x

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摘要

En 中文

The term multicompetence describes the compound state of a mind with two grammars (Cook, 199 la, p. 112). This paper reviews evidence addressing two questions: 1. Do people who know two languages differ from people who know only one in other respects than simply knowledge of an L2?. L2 users differ from monolinguals in L1 knowledge; advanced L2 users differ from monolinguals in L2 knowledge;L2 users have a different metalinguistic awareness from monolinguals; L2 users have different cognitive processes. These subtle differences consistently suggest that people with multicompetence are not simply equivalent to two monolinguals but are a unique combination. 2. Do people who know two languages have a merged language system rather than two separate systems? The L1 and L2 share the same mental lexicon; L2 users code switch readily; L2 processing cannot be cut off from L1; both languages are stored in the same areas of the brain; L2 proficiency relates to L1 proficiency. This evidence suggests merged systems at some level in some areas, even if some of it is open to other interpretations. A final section discusses more general issues. Much SLA research is biased by adopting the monolingual as a norm rather than the multicompetent speaker. Multicompetence distinguishes diachronic transfer during the learner's acquisition from synchronic transfer between the two languages at a single moment of time. Multicompetence starts when there is systematic knowledge of an L2 that is not assimilated to the L1. Holistic multicompetence is seen as an offshoot of poly-lectal grammar theory applied to monolinguals. Language teaching should try to produce multicompetent individuals not ersatz native speakers.

Keyword:

LEXICAL REPRESENTATION

COGNITIVE-DEVELOPMENT

BILINGUALS

LANGUAGE

ACCESS

SENTENCE

ENGLISH

BRAIN