Language Proficiency in Native and Non-native Speakers

Hulstijn, Jan H.

doi:10.1075/lllt.41

Cited by 189 publications

(167 citation statements)

References 240 publications

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“…While this is a variable that L2 researchers understand well in general (e.g., Hulstijn, 2015), it remains little understood in studies of syntactic complexity. For example, for a long time the research domain used holistic ratings of writing quality and curricular levels as a proxy of proficiency when creating subgroups in a sample for comparison, rather than making use of standardized measures of proficiency (Ortega, 2003).…”

Section: L2 Proficiency and Syntactic Complexitymentioning

confidence: 98%

Syntactic complexity in L2 writing: Progress and expansion

Ortega

2015

Journal of Second Language Writing

143

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Section: L2 Proficiency and Syntactic Complexitymentioning

confidence: 98%

Syntactic complexity in L2 writing: Progress and expansion

Ortega

2015

Journal of Second Language Writing

143

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“…Given that L1At populations command two languages which are learned under similar conditions (naturalistic learning through immersion in the linguistic community) but at different stages in life – that is, speakers who unambiguously have one native and one non-native language – a fruitful framework for the assessment of proficiency is the model proposed by Hulstijn (2011, 2015) which distinguishes Shared/Basic Language Cognition (BLC) and Extended/Higher Language Cognition (HLC). In this model, BLC refers to…”

Section: Problems Of Measurementmentioning

confidence: 99%

“…HLC, on the other hand, refers to more complex domains of use, encompassing less frequent items and structures as well as written language, and it is in this domain that native as well as non-native speakers vary considerably from each other. ‘Frequency,’ in this framework, is operationalised on the basis of the assumption that lexical items and grammatical structures follow a Zipfian distribution in naturally occurring language, where ‘highly frequent’ items (those belonging to BLC) are situated on the steep left side of the slope, while less frequent items are to be found on the flattening part of the curve to the right (Hulstijn, 2015:22ff. )…”

Section: Problems Of Measurementmentioning

confidence: 99%

See 1 more Smart Citation

Predictors of Language Dominance: An Integrated Analysis of First Language Attrition and Second Language Acquisition in Late Bilinguals

Schmid

Yılmaz

2018

Front. Psychol.

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Late bilinguals who spend (part of) their adult lives in an environment where a language other than the one they learned in childhood is spoken typically experience a range of language development phenomena. Most obviously, they will acquire some level of receptive and/or productive knowledge of the new, or second, language (L2). How basic or advanced that level will be is determined by a range of environmental, experiential, attitudinal and individual factors. Secondly, they will most likely find the knowledge of their native language (L1) beginning to diverge from that of monolingual speakers in their country of origin, a process known as language attrition. In the course of this developmental process, some L2 skills may eventually match or even overtake the corresponding skill in the L1. This shift in the balance between L1 and L2 is the focus of investigations of language dominance. The present study explores language dominance in four migrant populations (Germans in the Netherlands and Canada, Turks and Moroccans in the Netherlands). Investigating both the development of formal/controlled skills and more automatic aspects of lexical access and fluency, we aim to attain an understanding of how extralinguistic factors contribute to the development of both languages. We argue that an integrated perspective can contribute more profound insights into the predictors of this complex process of bilingual development. In particular, our findings show that statistical models based on linear relationships fall short of capturing the full picture. We propose an alternative method of analysing data, namely discriminant function analysis, based on a categorisation of the populations, and demonstrate how this can enhance our understanding. Our findings suggest that different aspects of the bilingual experience contribute differently to language development, regardless of language combination and type of skill measured. Contrary to what previous research suggests, measures relating to the intensity of informal use of both the L1 and the L2 in daily life are important in determining whether someone is a good or a poor L1 maintainer, while high vs. low success in acquisition appears to be predominantly associated with personal factors such as educational level.

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“…Vegeu Hulstijn (2015) per a l'evolució del concepte de competència lingüística. Per investigar les concepcions del professorat sobre l'ensenyament de la gramàtica es va elaborar un qüestionari que es va passar a una mostra de professorat en actiu d'escoles de primària i instituts de secundària obligatòria a Catalunya.…”

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Les creences del professorat sobre l’ensenyament de la gramàtica a l’aula: cap a una tipologia de docents

et al. 2017

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Resum: L'article s'insereix en la tradició d'estudis sobre els sabers i les creences del professorat que indaguen en les concepcions sobre l'ensenyament i l'aprenentatge com a punt de referència per a la planificació de la millora dels criteris d'intervenció a les aules. Recull dos estudis paral·lels que pretenen conèixer la cognició i les pràctiques dels docents en relació amb l'ensenyament de la gramàtica, un sobre una mostra de professorat de primària i de secundaria encarregat de l'ensenyament del català i el castellà, i un altre sobre una mostra de professorat de català com a segona llengua en l'àmbit de l'ensenyament d'adults. En tots dos casos, les respostes a un qüestionari sobre el paper de la gramàtica en l'ensenyament de la llengua i sobre les pràctiques habituals permeten establir una tipologia en què es distingeixen perfils docents diferenciats.

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Language Proficiency in Native and Non-native Speakers

Cited by 189 publications

References 240 publications

Syntactic complexity in L2 writing: Progress and expansion

Syntactic complexity in L2 writing: Progress and expansion

Predictors of Language Dominance: An Integrated Analysis of First Language Attrition and Second Language Acquisition in Late Bilinguals

Les creences del professorat sobre l’ensenyament de la gramàtica a l’aula: cap a una tipologia de docents

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