Language proficiency in native and non-native speakers : theory and research / Jan H. Hulstijn, University of Amsterdam.

By: Hulstijn, Jan Hendrik [author.]
Language: English Series: Language learning & language teaching, v. 41Publisher: Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2015]Description: 1 online resourceContent type: text Media type: computer Carrier type: online resourceISBN: 9789027269027 (pdf)Subject(s): Native language -- Study and teaching | Language and languages -- Study and teaching -- Foreign speakers | Language and languages -- Ability testing | Language and languages -- Study and teaching -- Psychological aspects | Language acquisition -- ResearchGenre/Form: Electronic books.DDC classification: 418.0071 LOC classification: P53.5Online resources: Full text available at ProQuest Ebook Central Click here to view
Contents:
Table of Contents Foreword ix ? xi Part I. Theory Chapter 1. Scientific inquiry 3 ? 10 Chapter 2. Language acquisition and the need for a theory of language proficiency 11 ? 18 Chapter 3. BLC-HLC Theory: Language proficiency in native speakers 19 ? 36 Chapter 4. BLC-HLC Theory: Language proficiency in non-native speakers 37 ? 50 Chapter 5. BLC-HLC Theory: Summary and discussion of Part One 51 ? 56 Part II. Research Chapter 6. Language proficiency of native speakers: Commonalities and differences 59 ? 80 Chapter 7. Components of language proficiency 81 ? 114 Chapter 8. Interdependence of L1 and L2 literacy 115 ? 132 Chapter 9. Measuring language proficiency in research on L2 acquisition and bilingualism 133 ? 141 Chapter 10. Levels of language proficiency in scales of educational assessment 143 ? 155 Epilogue 157 ? 158 References 159 ? 179 Appendix 1 181 ? 186 Person index 187 ? 190 Subject index
Summary: 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.
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LIC Gateway 		418.0071 H8795 2015 (Browse shelf) Available CL-47269
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Includes bibliographical references and index.

Table of Contents
Foreword

ix ? xi
Part I. Theory

Chapter 1. Scientific inquiry

3 ? 10
Chapter 2. Language acquisition and the need for a theory of language proficiency

11 ? 18
Chapter 3. BLC-HLC Theory: Language proficiency in native speakers

19 ? 36
Chapter 4. BLC-HLC Theory: Language proficiency in non-native speakers

37 ? 50
Chapter 5. BLC-HLC Theory: Summary and discussion of Part One

51 ? 56
Part II. Research

Chapter 6. Language proficiency of native speakers: Commonalities and differences

59 ? 80
Chapter 7. Components of language proficiency

81 ? 114
Chapter 8. Interdependence of L1 and L2 literacy

115 ? 132
Chapter 9. Measuring language proficiency in research on L2 acquisition and bilingualism

133 ? 141
Chapter 10. Levels of language proficiency in scales of educational assessment

143 ? 155
Epilogue

157 ? 158
References

159 ? 179
Appendix 1

181 ? 186
Person index

187 ? 190
Subject index

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.

Description based on print version record and CIP data provided by publisher.

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