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An Individual‐Differences Framework for Comparing Nonnative With Native Speakers: Perspectives From BLC Theory
Author(s) -
Hulstijn Jan H.
Publication year - 2019
Publication title -
language learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.882
H-Index - 103
eISSN - 1467-9922
pISSN - 0023-8333
DOI - 10.1111/lang.12317
Subject(s) - linguistics , psychology , second language acquisition , generative grammar , first language , theoretical linguistics , developmental linguistics , language proficiency , literacy , second language , psycholinguistics , language acquisition , cognition , cognitive linguistics , function (biology) , comprehension approach , language education , mathematics education , pedagogy , philosophy , neuroscience , evolutionary biology , biology
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.