An Individual-Differences Framework for Comparing Nonnative with Native Speakers: Perspectives from BLC Theory

Autor/in	Hulstijn, Jan H.
Titel	An Individual-Differences Framework for Comparing Nonnative with Native Speakers: Perspectives from BLC Theory
Quelle	In: Language Learning, 69 (2019), S.157-183 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12317
Schlagwörter	Native Speakers; Comparative Analysis; Second Language Learning; Language Proficiency; Schemata (Cognition); Multilingualism; Literacy; Correlation; Bilingualism; Linguistic Theory; Vocabulary Development; Grammar; Language Processing; Language Usage; Language Research; Individual Differences + Suchen Sie Ihr Suchwort? Muttersprachler; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Cognition; Schema; Kognition; Mehrsprachigkeit; Multilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Korrelation; Bilingualismus; Linguistische Theorie; Wortschatzarbeit; Grammatik; Sprachverarbeitung; Sprachgebrauch; Sprachforschung; Individueller Unterschied
Abstract	This article proposes basic (shared) and extended (nonshared) language cognition in native speakers as a function of two types of extralinguistic attributes: (a) degree of being multilingual and (b) variables related to amount and type of literacy experiences (e.g., level of education). This approach may throw new light on the question of whether bilinguals can attain complete or native proficiency in two (or more) languages and the question of whether both early and late second language (L2) learners can attain native levels of L2 proficiency. An adequate language acquisition theory should explain why some structures are and some other structures are not comprehended and produced by all native speakers and also describe the acquisition over time (development) of lexical-grammatical structures comprehended or produced by all native speakers or only by some. It is argued that usage-based linguistics stands a better chance of accomplishing this task than generative linguistics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01