Basing Teaching on the L2 User
Basing Teaching on the L2 User
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基于 L2 用户的教学
DOI：
10.1007/0-387-24565-0_4
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
V. Cook
中科院分区：
文献类型：
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作者：
V. Cook
本文认为，语言教学的出发点应该是认识到第二语言使用者是一个拥有第一语言和第二语言知识的特殊的隆德人，而不是一个只会一种语言的人。第二语言使用者是一个人谁使用另一种语言为任何目的在任何水平（库克，2002年a），因此不包括在大多数定义的双语者或第二语言学习者。他们可能是纳博科夫或康拉德这样的作家创作小说，少数民族儿童在医疗咨询中为父母担任翻译，度假旅行的游客，恐怖分子训练行动，记者在网上交易，商人在互联网上做生意，骑师在电视采访中。第二语言使用者有的是在实际生活中习得的，有的是在课堂上长期学习后习得的;有的是为了生存，有的是为了娱乐，有的是为了教育。简而言之，L2用户和其他人一样多样化。他们对语言的需求和使用与单语者一样广泛，如果不是更广泛的话。
This paper argues that the starting-point for language teaching should be the recognition that the second language (L2) user is a particular lund of person in their own right with their own knowledge of the first language (Ll) and the L2, rather than a monolingual with an added L2. An L2 user is a person who uses another language for any purpose at whatever level (Cook, 2002a), and thus is not covered by most definitions of either bilinguals or L2 learners. They might be writers like Nabokov or Conrad creating novels, ethnic minority children acting as translators for their parents in medical consultations, tourists travelling on holiday, terrorists training for action, journalists plyng their trade, businessmen doing deals on the internet, jockeys gwing television interviews. Some L2 users acquired their second language through practical living, others after long study in the classroom; some need it for survival in everyday existence, others for amusement, pleasure to education. In short L2 users are as diverse as the rest of humanity. Their needs and uses of language are as wide as monolinguals, if not wider.
铃木浩：《香穗剧场的故事》人类学。
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