Abstract
This paper analyses the strategies of language behaviour, differences in the didactic approach, and the role in the formation of intercultural communicative competence of native and non-native speakers. The authors examine the subject from the point of view of a native Russian teacher, a Maltese teacher who is a native English speaker only to some extent, and a Russian teacher of English as a foreign language, who is a non-native English speaker. According to the authors, both native and non-native speakers have their advantages and disadvantages. To compete with a native speaker, a non-native speaker must have the highest level of proficiency in the language being taught, and both native and non-native speakers must have appropriate professional training and have the necessary competencies.
Published Version
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