Near-Native-Like Fluency as a Potential Pitfall in Speaking

Abstract

The present study explores the intriguing phenomenon of near-native-like fluency in second language speaking proficiency and its associated challenges. While attaining near-native-like fluency is often regarded as a pinnacle achievement in language acquisition, this study contends that it can be a double-edged sword, bringing about both benefits and pitfalls for language learners. Drawing from a comprehensive review of literature, this research delves into the multifaceted aspects of near-native-like fluency, including its cognitive and linguistic underpinnings, as well as the psychological and sociocultural factors that contribute to its development. It elucidates how near-native-like speakers often exhibit a remarkable command of grammar, pronunciation, and vocabulary, mirroring the proficiency of native speakers. However, the study also unveils potential pitfalls associated with near-native-like fluency, including issues related to identity and cultural authenticity. It scrutinizes the challenges faced by learners who strive to achieve such fluency and the dilemmas they encounter when their linguistic competence is perceived as indistinguishable from that of native speakers. Furthermore, this research examines the impact of near-native-like fluency on communication dynamics, highlighting instances where over-competence may lead to misunderstandings, alienation, or a loss of the learner's unique cultural perspective. It underscores the importance of recognizing that near-native-like fluency does not necessarily equate to cultural assimilation. In conclusion, this library research advocates for a more nuanced understanding of near-native-like fluency in second language acquisition. It emphasizes the need for language educators and learners alike to consider the potential pitfalls and complexities associated with this proficiency level. By addressing these challenges, a more inclusive and culturally sensitive approach to language learning and teaching can be developed, ultimately enhancing cross-cultural communication and fostering a deeper appreciation for linguistic diversity.