Language Proficiency in Native and Non-native Speakers

Theory and research

| University of Amsterdam
HardboundAvailable
ISBN 9789027213242 | EUR 95.00 | USD 143.00
 
PaperbackAvailable
ISBN 9789027213259 | EUR 33.00 | USD 49.95
 
e-Book
ISBN 9789027269027 | EUR 95.00/33.00*
| USD 143.00/49.95*
 
This book, written for both seasoned and novice researchers, presents a theory of what is called Basic and Higher Language Cognition (BLC and HLC), a theory aimed at making some fundamental issues concerning first and second language learning and bilingualism (more) empirical. The first part of the book provides background for and explication of the theory as well as an agenda for future research, while the second part reports on selected studies of language proficiency in native speakers, as well as non-native speakers, and studies of the relationship between literacy in a first and second language. Conceptual and methodological problems in measuring language proficiency in research on second language acquisition and bilingualism are also discussed. Further, the notion of levels of language proficiency, as rendered by the Common European Framework of Reference for Languages (CEFR), is critically examined, suggesting ways of empirically investigating a number of questions that the CEFR raises but is not capable of answering.
[Language Learning & Language Teaching, 41]  2015.  xi, 195 pp.
Publishing status: Available
Table of Contents
“This book by an eminent applied linguist and scholar intends to encourage a dialogue about the nature of first, second and foreign language proficiency. I strongly recommend it to anybody interested in the similarities and differences between a native and a so-called non-native command of language, in how such command develops, how it is acquired, learned and used. It is not a textbook nor is it a balanced review of the literature. It is avowedly not neutral. Rather it expresses the author’s personal, biased views on the topic. That is not a criticism of the volume, far from it: it is deliberately provocative. Indeed, even the use and meaning of the term “non-native” is controversial and vague. As a consequence, the reader is challenged to decide what their own position is on the issues and positions discussed. This is a must-have book for applied linguists, second language researchers and assessors, indeed for anybody interested in empirical research into language teaching and assessment. Let the debate begin!”
“Readers will find in this book a fascinating journey through age (and critical periods), usage (and Zipfian distributions), individual differences (and literate and multiregister language repertoires), and nativeness (and bilingualism). Hulstijn’s seminal, original theory of language proficiency opens up tantalizing new insights into most Trojan horses of contemporary language acquisition research!”
“This book provides an excellent introduction to the topic of language proficiency and some of the recent work that has been done to attempt to measure it. It is sure to be useful to both beginning and experienced students or researchers in linguistics, and especially those who are looking for alternative ways to measure proficiency that do not ignore the concept of native language proficiency when thinking about non-native users.”
“Even though the topic areas are intricate and complex, it is difficult for readers to feel lost or academically misguided, because Hulstijn is very good at presenting facts and theory, summarising empirical studies, and putting forward methodological and conceptual problems, keeping the reader consistently on the track of his argument. He manages to present different approaches in an explanatory manner and bring them together in a conciliatory way that minimises confusion. The book should be considered as a seminal work for the presentation and analysis of complex phenomena such as language proficiency. Hulstijn, with his high academic style, has managed to present all the facets of a complicated linguistic phenomenon in a way that invites sober and well-rounded academic debate.”
“The book provides an excellent introduction to a theory of language proficiency. The concepts of BLC [Basic Language Cognition] and HLC [Higher Language Cognition] discussed extensively in this book are accessible to teachers and non-academics, as well as graduate students and researchers. Although the BLC-HLC is well thought out and grounded in the author’s own research, he humbly accepts that it is not the endpoint of the theory, stating, “I hope that empirical research will bring about an early ‘expiration date’ of BLC-HLC Theory” (p. 158). On the whole, the book reads well with a comprehensive overview of the theories, definitions of key concepts, detailed explanations of the related models, and comparisons with earlier models. The author is very thorough in the description of his own theory, clarifying the differences from the earlier models proposed by other researchers and his own models that are based on his earlier work. In other words, he clearly positions the BLC-HLC theory in the current theoretical discussions on language acquisition. His careful attempt to guide the reader through the chapters toward his own theory indicates his scholarship, which he has devoted to the enquiry of unveiling native and non-native proficiency for many years.”
“The most noteworthy contribution of this book is that it provides a new perspective on language proficiency for L1 acquisition, L2 acquisition, and bilingualism. As the author notes, the BLC-HLC [Basic Language Cognition-Higher Language Cognition] theory does not aim to serve as a fixed theory for language proficiency, but as a hermeneutic and strategic tool which can be falsified to increase the researchers' insight into the fundamental issues of language acquisition. At the same time, in line with Popper's (1959) view of critical rationalism, the book not only focuses on theoretical issues, but also endeavours to examine and address the issues with the proposed theory. One example of this is the critical examination of the CEFR [Common European Framework of Reference for Languages] levels of language proficiency and the attempt to investigate the issue with the BLC-HLC theory in Chapter 10. In addition, the book provides not only a systematic review of conceptual/theoretical issues on language proficiency, but critical reviews of methodological issues concerning empirical research in the area. Based on the reviews, it also gives suggestions for future research on various topics regarding language proficiency. In these terms, the book may serve both as an introductory book to researchers new to the area and as a reference to veteran researchers in the area.”
Cited by

Cited by 56 other publications

Ayoun, Dalila
2022. Indeterminacy in L1 French grammars: the case of gender and number agreement. Journal of French Language Studies  pp. 1 ff. Crossref logo
Bell, Philippa, Véronique Fortier & Isabelle Gauvin
2020. Using L1 knowledge about language during L2 error correction: do students make cross-linguistic connections?. Language Awareness 29:2  pp. 95 ff. Crossref logo
Berthele, Raphael & Jan Vanhove
2020. What would disprove interdependence? Lessons learned from a study on biliteracy in Portuguese heritage language speakers in Switzerland. International Journal of Bilingual Education and Bilingualism 23:5  pp. 550 ff. Crossref logo
BLAKE, ROBERT
2015. The Messy Task of Evaluating Proficiency in Online Language Courses. The Modern Language Journal 99:2  pp. 408 ff. Crossref logo
Blake, Robert J.
2017.  In The Handbook of Technology and Second Language Teaching and Learning,  pp. 107 ff. Crossref logo
Daller, Michael, Folkert Kuiken, Danijela Trenkic & Ineke Vedder
2021. Linguistic predictors of academic achievement amongst international students and home students in higher education: introduction. International Journal of Bilingual Education and Bilingualism 24:10  pp. 1453 ff. Crossref logo
Davis, Larry & John Norris
2021. Developing an Innovative Elicited Imitation Task for Efficient English Proficiency Assessment. ETS Research Report Series 2021:1  pp. 1 ff. Crossref logo
Annick De Houwer & Lourdes Ortega
2018.  In The Cambridge Handbook of Bilingualism, Crossref logo
Deygers, Bart
2021. The CEFR Companion Volume: Between Research-Based Policy and Policy-Based Research. Applied Linguistics 42:1  pp. 186 ff. Crossref logo
Deygers, Bart, Beate Zeidler, Dina Vilcu & Cecilie Hamnes Carlsen
2018. One Framework to Unite Them All? Use of the CEFR in European University Entrance Policies. Language Assessment Quarterly 15:1  pp. 3 ff. Crossref logo
Duran-Karaoz, Zeynep & Parvaneh Tavakoli
2020. PREDICTING L2 FLUENCY FROM L1 FLUENCY BEHAVIOR. Studies in Second Language Acquisition 42:4  pp. 671 ff. Crossref logo
Dąbrowska, Ewa
2019. Experience, Aptitude, and Individual Differences in Linguistic Attainment: A Comparison of Native and Nonnative Speakers. Language Learning 69  pp. 72 ff. Crossref logo
Dąbrowska, Ewa
2020. Language as a phenomenon of the third kind . Cognitive Linguistics 31:2  pp. 213 ff. Crossref logo
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019.  In Task-Based Language Teaching, Crossref logo
Gyllstad, Henrik
2022. The Ontogenesis Model: How do multiword units fit in, and are most lexical representations in the L1 really at their optima?. Bilingualism: Language and Cognition 25:2  pp. 216 ff. Crossref logo
Han, ZhaoHong
2021. Digital Language Learning and SLA. Bilingualism: Language and Cognition  pp. 1 ff. Crossref logo
Heeren, Jordi, Dirk Speelman & Lieve De Wachter
2021. A practical academic reading and vocabulary screening test as a predictor of achievement in first-year university students: implications for test purpose and use. International Journal of Bilingual Education and Bilingualism 24:10  pp. 1458 ff. Crossref logo
Heine, Lena, Madeleine Domenech, Lisa Otto, Astrid Neumann, Michael Krelle, Dominik Leiss, Dietmar Höttecke, Timo Ehmke & Knut Schwippert
2018. Modellierung sprachlicher Anforderungen in Testaufgaben verschiedener Unterrichtsfächer: Theoretische und empirische Grundlagen. Zeitschrift für Angewandte Linguistik 2018:69  pp. 69 ff. Crossref logo
Hulstijn, Jan
2020. Proximate and ultimate explanations of individual differences in language use and language acquisition. Dutch Journal of Applied Linguistics 9:1-2  pp. 21 ff. Crossref logo
Hulstijn, Jan H.
2015.  In Implicit and Explicit Learning of Languages [Studies in Bilingualism, 48],  pp. 25 ff. Crossref logo
Hulstijn, Jan H.
2019. An Individual-Differences Framework for Comparing Nonnative With Native Speakers: Perspectives From BLC Theory. Language Learning 69  pp. 157 ff. Crossref logo
Hulstijn, Jan H. & S.J. Andringa
2014.  In Above and Beyond the Segments,  pp. 152 ff. Crossref logo
Iwashita, Noriko
2018.  In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. Crossref logo
Jakobson, Liivi
2018. Teacher written feedback on adult beginners’ writing in a second language. ITL - International Journal of Applied Linguistics 169:2  pp. 235 ff. Crossref logo
Jin, Xiaoling
2021. A case study of adult autonomy in English-immersed conversations. The Language Learning Journal  pp. 1 ff. Crossref logo
Karas, Michael & Farahnaz Faez
2021. Self-Efficacy of English Language Teachers in Ontario: The Impact of Language Proficiency, Teaching Qualifications, Linguistic Identity, and Teaching Experience. The Canadian Modern Language Review 77:2  pp. 110 ff. Crossref logo
Karges, Katharina, Thomas Studer & Nina Selina Hicks
2022. Lernersprache, Aufgabe und Modalität: Beobachtungen zu Texten aus dem Schweizer Lernerkorpus SWIKO. Zeitschrift für germanistische Linguistik 50:1  pp. 104 ff. Crossref logo
Kim, Minkyung, Scott A. Crossley & Byeong-Kweon Kim
2020. Second language reading and writing in relation to first language, vocabulary knowledge, and learning backgrounds. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. Crossref logo
Koda, Keiko & Sihui Echo Ke
2018.  In The Handbook of Advanced Proficiency in Second Language Acquisition,  pp. 483 ff. Crossref logo
Lorenz, Eliane, Lorenz, Eliane, Tugba Elif Toprak-Yildiz, Tugba Elif Toprak-Yildiz, Peter Siemund & Peter Siemund
2022. Why are they so similar?. Pedagogical Linguistics Crossref logo
MARSDEN, EMMA, SOPHIE THOMPSON & LUKE PLONSKY
2018. A methodological synthesis of self-paced reading in second language research. Applied Psycholinguistics 39:5  pp. 861 ff. Crossref logo
McManus, Kevin & Yingying Liu
2022. Using elicited imitation to measure global oral proficiency in SLA research: A close replication study. Language Teaching 55:1  pp. 116 ff. Crossref logo
Moore, Paul J. & Michael Harrington
2016. Fractionating English language proficiency: policy and practice in Australian higher education. Current Issues in Language Planning 17:3-4  pp. 385 ff. Crossref logo
Morton, Tom
2018. Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism 21:3  pp. 275 ff. Crossref logo
Pallotti, Gabriele
2019. Assessing Tasks: The Case of Interactional Difficulty. Applied Linguistics 40:1  pp. 176 ff. Crossref logo
Paquot, Magali
2018. Phraseological Competence: A Missing Component in University Entrance Language Tests? Insights From a Study of EFL Learners’ Use of Statistical Collocations. Language Assessment Quarterly 15:1  pp. 29 ff. Crossref logo
Park, Hae In, Megan Solon, Marzieh Dehghan‐Chaleshtori & Hessameddin Ghanbar
2022. Proficiency Reporting Practices in Research on Second Language Acquisition: Have We Made any Progress?. Language Learning 72:1  pp. 198 ff. Crossref logo
Petré, Peter & Lynn Anthonissen
2020. Individuality in complex systems: A constructionist approach . Cognitive Linguistics 31:2  pp. 185 ff. Crossref logo
Riehl, Claudia Maria
2021. The Interplay of Language Awareness and Bilingual Writing Abilities in Heritage Language Speakers. Languages 6:2  pp. 94 ff. Crossref logo
Roever, Carsten, Yuki Higuchi, Miyuki Sasaki, Tomoko Yashima & Makiko Nakamuro
2022. Validating a test of L2 routine formulae to detect pragmatics learning in stay abroad. Applied Pragmatics Crossref logo
Sanfelici, Emanuela & Maja Roch
2021. The Native Speaker in Italian-Dialects Bilingualism: Insights From the Acquisition of Vicentino by Preschool Children. Frontiers in Psychology 12 Crossref logo
Satori, Miki
2021. Effects of working memory on L2 linguistic knowledge and L2 listening comprehension. Applied Psycholinguistics 42:5  pp. 1313 ff. Crossref logo
Shadrova, Anna, Pia Linscheid, Julia Lukassek, Anke Lüdeling & Sarah Schneider
2021. A Challenge for Contrastive L1/L2 Corpus Studies: Large Inter- and Intra-Individual Variation Across Morphological, but Not Global Syntactic Categories in Task-Based Corpus Data of a Homogeneous L1 German Group. Frontiers in Psychology 12 Crossref logo
Son, Young-A
2017. Toward Useful Assessment and Evaluation of Heritage Language Learning. Foreign Language Annals 50:2  pp. 367 ff. Crossref logo
Ströbel, Marcus, Elma Kerz & Daniel Wiechmann
2020. The Relationship Between First and Second Language Writing: Investigating the Effects of First Language Complexity on Second Language Complexity in Advanced Stages of Learning. Language Learning 70:3  pp. 732 ff. Crossref logo
Tiselius, Elisabet & Birgitta Englund Dimitrova
2019. Asymmetrical language proficiency in dialogue interpreters. Translation, Cognition & Behavior 2:2  pp. 305 ff. Crossref logo
Torres, Julio
2020. Heritage language learners’ written texts across pair types and interaction mode. Language Teaching Research  pp. 136216882093318 ff. Crossref logo
TORRES, JULIO & BIANCA CUNG
2019. A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types. The Modern Language Journal 103:4  pp. 815 ff. Crossref logo
Trapman, Mirjam, Amos van Gelderen, Erik van Schooten & Jan Hulstijn
2017. Reading Comprehension Level and Development in Native and Language Minority Adolescent Low Achievers: Roles of Linguistic and Metacognitive Knowledge and Fluency. Reading & Writing Quarterly 33:3  pp. 239 ff. Crossref logo
Trapman, Mirjam, Amos van Gelderen, Erik van Schooten & Jan Hulstijn
2018. Writing proficiency level and writing development of low-achieving adolescents: the roles of linguistic knowledge, fluency, and metacognitive knowledge. Reading and Writing 31:4  pp. 893 ff. Crossref logo
Wallace, Matthew P.
2022. Individual Differences in Second Language Listening: Examining the Role of Knowledge, Metacognitive Awareness, Memory, and Attention. Language Learning 72:1  pp. 5 ff. Crossref logo
Wang, Zhan, Peter Skehan & Gaowei Chen
2019. The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition 3:1  pp. 53 ff. Crossref logo
Wu, Shu-Ling, Yee Pin Tio & Lourdes Ortega
2022. ELICITED IMITATION AS A MEASURE OF L2 PROFICIENCY. Studies in Second Language Acquisition 44:1  pp. 271 ff. Crossref logo
Xiao, Feng, Naoko Taguchi & Shuai Li
2019. EFFECTS OF PROFICIENCY SUBSKILLS ON PRAGMATIC DEVELOPMENT IN L2 CHINESE STUDY ABROAD. Studies in Second Language Acquisition 41:2  pp. 469 ff. Crossref logo
Zalbidea, Janire, Bernard I. Issa, Mandy Faretta-Stutenberg & Cristina Sanz
2021. INITIAL PROFICIENCY AND L2 GRAMMAR DEVELOPMENT DURING SHORT-TERM IMMERSION ABROAD. Studies in Second Language Acquisition 43:2  pp. 239 ff. Crossref logo
Zyzik, Eve C. & Ruben A. Sanchez
2019. Beyond accuracy: Heritage speakers’ performance on two kinds of acceptability judgment tasks. Applied Psycholinguistics 40:03  pp. 645 ff. Crossref logo

This list is based on CrossRef data as of 14 may 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects & Metadata
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2014044220 | Marc record