The Native Speaker: Myth and Reality

By A. Davies. 2003

680 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, History and Philosophy of Science, Music

View Paper: https://www.semanticscholar.org/paper/55c2bd78ff1a88c13d87c6b612ca11a126bbf47f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Otilia Martí
2. Gad S. Lim
3. W. Baker
4. Elizabeth R. Howard
5. E. D. de Jong
6. G. Hall
7. E. Ellis
8. Jeff Johnson

In History and Philosophy of Science

1. Otilia Martí
2. Gad S. Lim
3. W. Baker
4. Elizabeth R. Howard
5. E. D. de Jong
6. G. Hall
7. E. Ellis
8. Jeff Johnson

In Music

1. Otilia Martí
2. Gad S. Lim
3. W. Baker
4. Elizabeth R. Howard
5. E. D. de Jong
6. G. Hall
7. E. Ellis
8. Jeff Johnson

Citations in the corpus

• The influence of rater language background on writing performance assessment (2009, background): “It needs to be pointed out, however, that the notion of a NS is not unambiguous and unproblematic (Davies, 2003), possessing as it does many possible definitions and political implications, a full discussion of which would extend into related literatures such as that of International and World Engli”
• Predicting pauses in L1 and L2 speech: the effects of utterance boundaries and word frequency (2016, neutral): “Davies (2003) refers to Pawley and Syder (1983), who suggest that native speakers produce speech “ one clause at a time ” .”
• Integration in two-way immersion education: equalising linguistic benefits for all students (2009, background): “The concept of native speaker itself has been problematised by many scholars (e.g. Cook, 1999; Davies, 2003; Kachru, 1994).”
• The Invisible Multilingual Teacher: The Contribution of Language Background to Australian ESL Teachers' Professional Knowledge and Beliefs (2004, background): “This is interesting in that the native=non-native issue is frequently discussed in the literature (Braine, 1999; Cook, 1999; Davies, 2003; Medgyes, 1994), whereas language learning experience very rarely is.”
• The Cultures of English as a Lingua Franca. (2009, background): “The term native speaker has been the subject of much debate over the last few decades (see, e.g., Cook, 1999; Davies, 2003; Rampton, 1990), and although it has been regarded as both inappropriate and ill defined, it still exerts a strong influence on English language policy and teaching.”
• Respectful interactions: learning with international students in the English-speaking academy (2009, background): “Such norms are closely linked with the problematic notion of an idealised native-speaker’s communication skills in English (Davies 2003), which in our experience are assumed in many academic teaching and assessing practices in Australian universities, and often conflated with competence in the…”
• Own-language use in language teaching and learning (2012, background): “…the goal of language teaching is to prepare students to communicate in monolingual environments and to emulate as far as possible the use of the new language by its native speakers – a goal which for many learners is neither useful, desirable or attainable (Davies 1995, 2003; see also section 1).”
• How Are Nonnative-English-Speaking Teachers Perceived by Young Learners? (2007, background): “…and NES teachers have been a heated topic of discussion in the TESOL literature (e.g., Arva & Medgyes, 2000; Braine, 1999; Brutt-Griffler & Samimy, 2001; Canagarajah, 1999; Cook, 1999; Davies, 2003; Kamhi-Stein, 2004; Liu, 1999; Llurda, 2005; Medgyes, 1992, 1994; Sheorey, 1986; Widdowson, 1994).”
• Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis (2009, background): “It has been argued (Davies 2003) that what distinguishes native and non-native pausing is more likely to be where pauses occur rather than that they occur.”