TY  - BOOK
AU  - Hulstijn,Jan Hendrik
TI  - Language proficiency in native and non-native speakers: theory and research 
T2  - Language learning & language teaching,
SN  - 9789027269027 (pdf)
AV  - P53.5 
U1  - 418.0071 23
PY  - 2015///]
CY  - Amsterdam, Philadelphia
PB  - John Benjamins Publishing Company
KW  - Native language
KW  - Study and teaching
KW  - Language and languages
KW  - Foreign speakers
KW  - Ability testing
KW  - Psychological aspects
KW  - Language acquisition
KW  - Research
KW  - Electronic books
N1  - 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
N2  - 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
UR  - http://site.ebrary.com/lib/citph/detail.action?docID=11010087&p00=9789027269027
ER  -