000			03823nam a22004577a 4500
999			_c81853 _d81853
003			CITU
005			20230216142036.0
006			m |o d |
007			cr |||||||||||
008			141118s2015 ne ob 001 0 eng
010			_a 2014045524
020			_a9789027269027 (pdf)
020			_z9789027213242 (hb : alk. paper)
040			_aDLC _beng _cDLC _erda _dDLC
041			_aeng.
042			_apcc
050	0	0	_aP53.5
082	0	0	_a418.0071 _223
100	1		_aHulstijn, Jan Hendrik, _eauthor.
245	1	0	_aLanguage proficiency in native and non-native speakers : _btheory and research / _cJan H. Hulstijn, University of Amsterdam.
264		1	_aAmsterdam ; _aPhiladelphia : _bJohn Benjamins Publishing Company, _c[2015]
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	0		_aLanguage learning & language teaching, _x1569-9471 ; _vv. 41
504			_aIncludes bibliographical references and index.
505			_aTable 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
520			_aThis 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.
588			_aDescription based on print version record and CIP data provided by publisher.
650		0	_aNative language _xStudy and teaching.
650		0	_aLanguage and languages _xStudy and teaching _xForeign speakers.
650		0	_aLanguage and languages _xAbility testing.
650		0	_aLanguage and languages _xStudy and teaching _xPsychological aspects.
650		0	_aLanguage acquisition _xResearch.
655		0	_aElectronic books.
856			_yFull text available at ProQuest Ebook Central Click here to view _uhttp://site.ebrary.com/lib/citph/detail.action?docID=11010087&p00=9789027269027
906			_a7 _bcbc _corigcop _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cER