Fotograaf: Eduard Lampe

dhr. prof. dr. J.H. (Jan) Hulstijn

  • Faculteit der Geesteswetenschappen
  • Bezoekadres
    P.C. Hoofthuis
    Spuistraat 134  Amsterdam
    Kamernummer: 457
  • Postadres:
    Spuistraat  134
    1012 VB  Amsterdam
    T: 0205254616

Professor of Second Language Acquisition  



A list of all publications can be downloaded from the top right-hand corner of this page.

Is the second language acquisition discipline disintegrating? This article, published in 2013 in Language Teaching (Cambridge University Press), DOI: 10.1017/S0261444811000620, can be downloaded from the top right-hand corner of this page.

Hulstijn, J. H., Young, R.F., Ortega, L., Bigelow, M., DeKeyser, R., Ellis, N.C., Lantolf, J.P., Mackey, A., & Talmy, S. (2014). Bridging the gap: Cognitive and social approaches to research in second language learning and teaching. Studies in Second Language Acquisition, 36, 361-421. Doi:10.1017/S0272263114000035

Many of my publications can be downloaded, free of charge, from: Search for 'Hulstijn' as author.

Recent and upcoming publications


Hulstijn, J.H. Language proficiency in native and non-native speakers: Theory and research. Amsterdam: John Benjamins Publication Company (published in February 2015).

Hulstijn, J.H. (2015). Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning: The virtues and pitfalls of a two-system theory. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 25-46. Amsterdam: Benjamins.

De Jong, N.H., Groenhout, R., Schoonen, R., & Hulstijn, J.H. (2015). L2 fluency: speaking style or proficiency? Correcting measures of L2 fluency for L1 behavior. Applied Psycholinguistics, 36,223-243.

Olsthoorn, N.M., Andringa, S.J., & Hulstijn, J.H. (2014). Visual and auditory digit-span performance in native and nonnative speakers. International Journal of Bilingualism, 66, 663-673. DOI: 10.1177/1367006912466314.

Trapman, M., van Gelderen, A., van Steensel, R., van Schooten, E., & Hulstijn, J. (2014). Linguistic knowledge, fluency and metacognitive knowledge as components of reading comprehension in adolescent low achievers: differences between monolinguals and bilinguals. Journal of Research in Reading, 37, Special Issue, S3-S21. DOI: 10.1111/j.1467-9817.2012.01539.x



Current research topics

1. The construct of language proficiency in terms of (1) basic and higher language cognition, and (2) core and periphery. A summary of my theory can be downloaded (see the upper right side of this page).

Single-authored key publications:

Hulstijn, J. H. (2015). Language proficiency in native and non-native speakers: Theory and research. Amsterdam: John Benjamins Publishing Company.

Hulstijn, J. H. (2014). The Common European Framework of Reference for Languages: A challenge for applied linguistics. ITL International Journal of Applied Linguistics, 165/1, 3-18.

Hulstijn, J.H. (2012). The construct of language proficiency in the study of bilingualism from a cognitive perspective. Bilingualism: Language and Cognition, 15, 422-433.

Hulstijn, J.H. (2011). Language proficiency in native and nonnative speakers: An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8, 229-249.

Hulstijn, J.H. (2010). Measuring second language proficiency. In E. Blom & S. Unsworth (Eds.), Experimental methods in language acquisition research (EMLAR) (pp. 185-199). Amsterdam: Benjamins.

Hulstijn, J. H. (2010). Linking L2 proficiency to L2 acquisition: Opportunities and challenges of profiling research. In I. Bartning, M. Martin & I. Vedder (Eds.), Communicative proficiency and linguistic development: intersections between SLA and language testing research  (pp. 233-238). Eurosla Monographs Series, 1.  Retrievable from

Hulstijn, J.H. (2007). The shaky ground beneath the CEFR: Quantitative and qualitative dimensions of language proficiency. The Modern Language Journal, 91, 663-667.

2. Explicit versus implicit accounts of L1 and L2 learning.

Single-authored key publications:

Hulstijn, J.H. (2015). Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning: The virtues and pitfalls of a two-system view. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 25-46). Amsterdam: John Benjamins.

Hulstijn, J.H. (2013). Incidental learning in second language acquisition. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Malden, MA: Blackwell Publishing Ltd.

Hulstijn, J.H. (2005). Theoretical and empirical issues in the study of implicit and explicit second-language learning. Studies in Second Language Acquisition, 27, 129-140.

Hulstijn, J.H. (2003). Incidental and intentional learning. In C. Doughty & M.H. Long (Eds.), The handbook of second language research (pp. 349-381). London: Blackwell.

Hulstijn, J.H.. (2002). Towards a unified account of the representation, processing and acquisition of second language knowledge. Second Language Research, 18, 193-223.

Hulstijn, J.H. (2001). Intentional and incidental second-language vocabulary lear­ning: A reappraisal of elaboration, rehear­sal and automaticity­. In P. Robinson (ed.), Cognition and second langu­age in­structi­on (pp. 258-286). Cambrid­ge: Cam­bridge Universi­ty Press.

Hulstijn, J.H. (1995). Not all grammar rules are equal: Giving gram­mar instruction its proper place in foreign language in­struction. In: R. Schmidt (Ed.), Attention and awareness in foreign language lear­ning (pp. 359-386). Honolulu, HI: University of Hawai'i at Manoa, Second Langu­age Teaching and Curriculum Center (Technical Report No. 9).

Projects, funded by the Netherlands Organisation of Scientific Research(NWO)

Towards a theory of second-language proficiency: The case of segmenting and comprehending oral language, 2007-2012 (NWO grant 360-70-230)

Literacy-related attributes of at-risk students in grades 7-9, 2007-2012 (NWO grant 411-06-503)

Unraveling second language proficiency, 2004-2010 (NWO grant 254-70-030)

Transfer of higher-order  processes and skills in reading and writing in Dutch and English,1997-2001 (NWO grant 575-36-001)

Learning and automatization of a second language, 1999-2003 (NWO grant 575-21-009)

Transfer van talenonderwijs, 1991-1994 (SVO grant 0374).

Reading in two languages, 1988-1992 (NWO grant 300-167-010)

Dutch sentence comprehension by adult non-native listeners, 1986-1990 (NWO grant 300-167-007).

Research associate at the Modern Language Centre of the Ontario Institute for Studies in Education (OISE),Toronto, Canada, 1982-1983 (ZWO grant).


Informatie voor niet-wetenschappers









  • N.H. de Jong, M. Steinel, A.F. Florijn, R. Schoonen & J.H. Hulstijn (2008). The effect of task complexity on fluency and functional adequacy of speaking performance. In S. van Daele, A. Housen, M. Pierrard, F. Kuiken & I. Vedder (Eds.), Complexity, accuracy and fluency in second language use, learning and teaching (Contacforum) (pp. 53-63). Brussel: Koninklijke Vlaamse Academie van België voor Wetenschappen en Kunsten.






  • J.H. Hulstijn (2009). Vreemde talen leren over vijftig jaar. In R. de Graaff & D. Tuin (Eds.), De toekomst van het talenonderwijs: Nodig? Anders? Beter? (pp. 95-102) Enschede: NaB-MVT [etc.].[go to publisher's site]
  • J.H. Hulstijn (2009). Van audio-linguale methode tot Europees Referentiekader. In J.H. Hulstijn (Ed.), Kijk op leermiddelen: lezingen gehouden op 27 november 2009 tijdens het afscheidssymposium voor Marijke Huizinga (pp. 1-9). Amsterdam: Vrije Universiteit, Afdeling Nederlands Tweede Taal.
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