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E-raamat: Language Proficiency in Native and Non-native Speakers: Theory and research

(University of Amsterdam)
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Language Proficiency in Native and Non-native Speakers: Theory and researchSuurem pilt
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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.
Foreword ix
Part One Theory
Chapter 1 Scientific inquiry
3(8)
1.1 The scientific cycle
3(3)
1.2 Abstracting away from observed phenomena
6(1)
1.3 Definitions
7(1)
1.4 Phenomena presumed to exist
8(3)
Chapter 2 Language acquisition and the need for a theory of language proficiency
11(8)
2.1 Fundamental questions concerning language acquisition
11(1)
2.2 The generative school
12(1)
2.3 The usage-based school
13(2)
2.4 The need for a model of language proficiency
15(4)
2.4.1 Commonalities and differences in L1 acquisition
15(1)
2.4.2 The age question
16(1)
2.4.3 Individual differences in outcomes of L2 acquisition
17(1)
2.4.4 Between-group comparisons in the study of L2 development and in the study of bilingualism
18(1)
Chapter 3 BLC-HLC Theory: Language proficiency in native speakers
19(18)
3.1 Choice of labels for the constructs
19(2)
3.2 Basic and higher (extended) language cognition
21(3)
3.3 Corollaries and research agenda
24(2)
3.4 BLC in children
26(1)
3.5 BLC for different languages in different societies
27(1)
3.6 The construct of the native speaker
27(1)
3.7 Explaining differences among L1ers
28(1)
3.8 Basic and extended language cognition compared to earlier dichotomies
29(8)
3.8.1 BLC and HLC in contrast to Bernstein's restricted and elaborated codes
29(2)
3.8.2 BLC and HLC in contrast to Cummins' BICS and CALP
31(1)
3.8.3 BLC and HLC in contrast to Bialystok's Analysis and Control
32(3)
3.8.4 The BLC-HLC model in contrast to Cook's notion of multi-competence
35(2)
Chapter 4 BLC-HLC Theory: Language proficiency in non-native speakers
37(14)
4.1 Review of L2 proficiency models
37(4)
4.2 Core and periphery of L2 proficiency
41(3)
4.3 Two dimensions of language proficiency: BLC-HLC versus core-periphery
44(3)
4.4 How much of BLC and HLC is attainable for L2ers?
47(1)
4.5 Can bilinguals reach native proficiency in both languages?
48(3)
Chapter 5 BLC-HLC Theory: Summary and discussion
51(8)
5.1 Summary of Part One
51(1)
5.2 BLC-HLC theory in a nutshell
52(2)
5.3 Discussion
54(5)
Part Two Research
Chapter 6 Language proficiency of native speakers: Commonalities and differences
59(22)
6.1 Introduction
59(1)
6.2 Individual differences in L1 development: From infancy to adolescence
60(3)
6.3 Variability in L1 proficiency in adult L1ers, as a function of age and level of education
63(4)
6.3.1 Word-list recall
63(1)
6.3.2 Picture naming
64(1)
6.3.3 Picture description
64(3)
6.3.4 Conclusion
67(1)
6.4 Grammatical knowledge as a function of level of education
67(7)
6.4.1 Studies of Dabrowska and associates
67(3)
6.4.2 Core and penumbral grammar in the ability to paraphrase compound nouns mediated by level of education: A study of Gleitman and Gleitman
70(2)
6.4.3 Intuitions about grammatically simple and complex structures: Work by Lahmann
72(2)
6.5 Lexical cognition as a function of age and level of education: Mulder and Hulstijn
74(2)
6.6 Receptive vocabulary as a function of age and level of education: Data from the StiLis project
76(3)
6.7 Prospects for future research
79(2)
Chapter 7 Components of language proficiency
81(34)
7.1 Methodological and conceptual issues
81(11)
7.1.1 Task effects
81(1)
7.1.2 Individual differences
82(2)
7.1.3 Presence and absence of variability over time
84(1)
7.1.4 Relative weight of components
85(1)
7.1.5 Collinearity
86(1)
7.1.6 The positive manifold
87(1)
7.1.7 Validity arguments in componential models of language proficiency
88(2)
7.1.8 Structural Equation Modeling: Opportunities and limitations
90(2)
7.2 Pioneer attempts to find empirical support for componential models of LP
92(7)
7.3 The roles of linguistic knowledge, processing speed and metacognition in L2 proficiency: The Amsterdam studies
99(10)
7.4 Discussion
109(6)
7.4.1 Testing general models of language proficiency
109(2)
7.4.2 Establishing the relative weight of component skills
111(1)
7.4.3 The perspective of BLC-HLC Theory
112(2)
7.4.4 Concluding remarks
114(1)
Chapter 8 Interdependence of L1 and L2 literacy
115(18)
8.1 Introduction
115(3)
8.2 Studies published after Alderson (1984) and Cummins (1991a)
118(11)
8.3 Discussion of findings
129(4)
8.3.1 Looking back at `transfer of reading strategies' and `underlying proficiency'
130(1)
8.3.2 The BLC-HLC perspective
131(1)
8.3.3 Conclusions
131(2)
Chapter 9 Measuring language proficiency in research on L2 acquisition and bilingualism
133(10)
9.1 Introduction
133(1)
9.2 Dealing with the danger of circularity
134(2)
9.3 Problems in comparing language proficiency across languages
136(3)
9.4 A proposal for assessing language proficiency between languages in bilinguals
139(1)
9.5 Recommendations
140(3)
Chapter 10 Levels of language proficiency in scales of educational assessment
143(14)
10.1 Introduction
143(1)
10.2 The CEFR in its context of foreign-language education in Europe
144(1)
10.3 The quest for a common core of language proficiency
145(1)
10.4 Levels and scales in the CEFR
146(5)
10.4.1 The static and dynamic aspects of levels
148(1)
10.4.2 How mixed can profiles be?
148(2)
10.4.3 The association of CEFR levels with intellectual abilities
150(1)
10.5 Convergence and divergence in the CEFR movement
151(3)
10.5.1 A practical solution to the problem of divergence
152(1)
10.5.2 A more principled solution
153(1)
10.6 Summary, research agenda, and conclusion
154(3)
Epilogue 157(2)
References 159(22)
Appendix 1 181(6)
Person index 187(4)
Subject index 191
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