An assessment norm of communicative Arabic proficiency
Keywords:Proficiency, native speaker, norm, assessment, multi-competence, intercultural competence
The concept of the ‘native speaker’ (NS) remains a constant interest in the field of language pedagogy due to the need the field has for models, goals and norms (Davies, 2003: 1). On the other hand, some other researchers such as Byram (1997) in his model of intercultural competence ICC and Cook (2012) in his model of multi-competence argued against the NS as a norm of assessment and deemed it an idealistic, unrealistic goal. In the context of Arabic language given its complex sociolinguistic situation, it is essential to identify the role of NS for assessing the non-native learner’s level of proficiency. This paper addresses the questions of who is the NS of Arabic that could be taken as a norm? Or should that be the case at all?
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