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Prof. dr. J.H. (Jan) Hulstijn

Faculteit der Geesteswetenschappen
Bezoekadres
  • Spuistraat 134
  • Kamernummer: 457
Postadres
  • Postbus 15540
    1001 NA Amsterdam
Contactgegevens
Links
  • Profile

    Professor Emeritus of Second Language Acquisition  

    Links

    Research Institute: Amsterdam Center for Language and Communication Research Group: Language Learning

    Bio statement

    A short bio statement can be found under Downloads.

    Publications

    Many of my publications can be downloaded, free of charge, from: http://dare.uva.nl/. Search for 'Hulstijn' as author.

    Citations of our/my work can be found in Google Scholar: https://scholar.google.nl/citations?user=I_0fXY0AAAAJ&hl=nl&oi=sra

    Reviews of my 2015 book Language proficiency in native and non-native speakers can be found in Language Testing (DOI: 10.1177/0265532217701468), System (DOI: 10.1016/j.system.2015.12.011) and in the Newsletter of the British Association of Applied Linguistics (BAAL News No 11, Summer 2017, pp. 26-27: https://baalweb.files.wordpress.com/2017/01/baalnews_111_summer2017.pdf).

    Recent and upcoming publications

    Hulstijn, J.H. (2023). Synthesis. Transdisciplinary perspectives on SLA: exploration versus explanation. In A. Godfroid & H. Hopp (Eds.). The Routledge Handbook of Second Language Acquisition and Psycholinguistics (pp. 439-449). Routledge. DOI: 10.4324/9781003018872

    Hulstijn, J.H. (2022). Chapter 1. Introduction. In E.H. Jeon & Y. In’nami (Eds.), Understanding L2 Proficiency: Theoretical and meta-analytic investigations (pp. 1-4). Amsterdam: John Benjamins. DOI: 10.1075/bpa.13.01hul

    Hulstijn, J.H. (2020). Proximate and ultimate explanations of individual differences in language use and language acquisition. Dutch Journal of Applied Linguistics, 9 (1/2), 21-27. DOI:10.1075/dujal.19027.hul  (free access).

    Hulstijn, J.H. (2019). An individual-differences framework for comparing non-native with native speakers: Perspectives from BLC Theory. Language learning, 69:S1, 157-183. DOI: 10.1111/lang.12317 (free access). This document can be found under Downloads.

    Hulstijn, J.H. (2017). Syntactic patterns in the speech of native speakers of Dutch, differing in age and level of education and profession: A pilot study exploring the size of shared language knowledge. Linguistics in Amsterdam, 10, 1, 60-90. [http://www.linguisticsinamsterdam.nl/home?issue=101] This document can be found under Downloads.

    Hulstijn, J.H. (2015). Discussion: How different can perspectives on L2 development be? Language Learning, 65, 210-232. DOI: 10.1111/lang.12096

    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. This document can be found under Downloads.

    Research

    Current research topics

    1. The construct of language proficiency in terms of (1) basic and extended (higher) language cognition, and (2) core and periphery. A summary of my theory can be downloaded from the front page of this profile.

    Single-authored key publications

    Hulstijn, J.H. (2019). An individual-differences framework for comparing non-native with native speakers: Perspectives from BLC Theory. Language Learning, 69:S1, 157-183. DOI: 10.1111/lang.12317 (free access).

    Hulstijn, J.H. (2017). Syntactic patterns in the speech of native speakers of Dutch, differing in age and level of education and profession: A pilot study exploring the size of shared language knowledge. Linguistics in Amsterdam, 10, 1, 60-90. [http://www.linguisticsinamsterdam.nl/home?issue=101]

    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 http://eurosla.org/monographs/EM01/EM01home.html

    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. This document can be found under Downloads.

    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).

    3. Evaluation of SLA theories

    Hulstijn, J.H. (2023). Synthesis. Transdisciplinary perspectives on SLA: exploration versus explanation. In A. Godfroid & H. Hopp (Eds.). The Routledge Handbook of Second Language Acquisition and Psycholinguistics (pp. 439-449). Routledge. DOI: 10.4324/9781003018872

    Hulstijn, J.H. (2015). Discussion: How different can perspectives on L2 development be? Language Learning, 65, 210-232.

    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.

    Hulstijn, J.H. (2013). Is the second language acquisition discipline disintegrating? Language Teaching, 46, 511-517.

    Hulstijn, J.H. (2007). Fundamental issues in the study of second language acquisition. EUROSLA Yearbook, 7, 191-203.

    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

  • Downloads
  • Publicaties

    2023

    • Hulstijn, J. (2023). Synthesis: Transdisciplinary perspectives on second language acquisition: exploration versus explanation. In A. Godfroid, & H. Hopp (Eds.), The Routledge Handbook of Second Language Acquisition and Psycholinguistics (pp. 439-449). (The Routledge Handbooks in Second Language Acquisition). Routledge. https://doi.org/10.4324/9781003018872-40 [details]

    2022

    • Hulstijn, J. (2022). Introduction. In E. H. Jeon, & Y. In'nami (Eds.), Understanding L2 proficiency: Theoretical and meta-analytical investigations (pp. 1-4). (Bilingual Processing and Acquisition; Vol. 13). John Benjamins Publishing Company. https://doi.org/10.1075/bpa.13.01hul [details]

    2021

    • Hulstijn, J. H. (2021). Complexity research from the perspective of Language as a Complex Adaptive system. In AILA 2021

    2020

    2019

    2018

    2017

    2015

    • Hulstijn, J. H. (2015). Language proficiency in native and non-native speakers: Theory and research. (Language learning & language teaching; Vol. 41). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.41 [details]
    • Hulstijn, J. H. (2015). Discussion: How different can perspectives on L2 development be? Language Learning, 65(1), 210-232. https://doi.org/10.1111/lang.12096 [details]
    • 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). (Studies in Bilingualism; No. 48). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.48.02hul [details]
    • Hulstijn, J. H., Ellis, R., & Eskildsen, S. W. (2015). Orders and sequences in the acquisition of L2 morphosyntax, 40 years on: An introduction to the special issue. Language Learning, 65(1), 1-5. https://doi.org/10.1111/lang.12097 [details]
    • de Jong, N. H., Groenhout, R., Schoonen, R., & Hulstijn, J. H. (2015). Second language fluency: speaking style or proficiency? Correcting measures of second language fluency for first language behavior. Applied Psycholinguistics, 36(2), 223-243. https://doi.org/10.1017/S0142716413000210 [details]
    • van Steensel, R., de Milliano, I., Trapman, M., van Gelderen, A., Hulstijn, J., Oostdam, R., van Schooten, E., & Sleegers, P. (2015). De rol van technisch lezen, woordenschat en metacognitie bij het begrijpend lezen van een- en meertalige leerlingen in het mbo. Orthopedagogiek: Onderzoek en praktijk, 54(2), 74-88. [details]

    2014

    • Hulstijn, J. H. (2014). Epistemological remarks on a social-cognitive gap in the study of second language learning and teaching. Studies in Second Language Acquisition, 36(3), 375-380. https://doi.org/10.1017/S0272263114000035 [details]
    • 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. https://doi.org/10.1075/itl.165.1.01hul [details]
    • Hulstijn, J. H., & Andringa, S. (2014). The effects of age and level of education on the ability of adult native speakers of Dutch to segment speech into words. In J. Caspers, Y. Chen, W. Heeren, J. Pacilly, N. O. Schiller, & E. van Zanten (Eds.), Above and beyond the segments: experimental linguistics and phonetics (pp. 152-164). John Benjamins. https://doi.org/10.1075/z.189 [details]
    • Hulstijn, J. H., Young, R. F., & Ortega, L. (2014). Bridging the gap: Cognitive and social approaches to research in second language learning and teaching. Editor's introduction & Editor's closing thoughts. Studies in Second Language Acquisition, 36(3), 361-365, 414-421. https://doi.org/10.1017/S0272263114000035 [details]
    • Olsthoorn, N. M., Andringa, S., & Hulstijn, J. H. (2014). Visual and auditory digit-span performance in native and nonnative speakers. International Journal of Bilingualism, 18(6), 663-673. https://doi.org/10.1177/1367006912466314 [details]
    • Roberts, L., Vedder, I., & Hulstijn, J. H. (Eds.) (2014). EUROSLA yearbook: annual conference of the European Second Language Association. Amsterdam: John Benjamins. https://doi.org/10.1075/eurosla.14 [details]
    • Trapman, M., van Gelderen, A., van Steensel, R., van Schooten, E., & Hulstijn, J. (2014). Linguistic knowledge, fluency and meta-cognitive knowledge as components of reading comprehension in adolescent low achievers: differences between monolinguals and bilinguals. Journal of Research in Reading, 37(S1), S3-S21. https://doi.org/10.1111/j.1467-9817.2012.01539.x [details]

    2013

    2012

    • Andringa, S., Olsthoorn, N., van Beuningen, C., Schoonen, R., & Hulstijn, J. (2012). Determinants of success in native and non-native listening comprehension: an individual differences approach. Language Learning, 62(Suppl. 2), 49-78. https://doi.org/10.1111/j.1467-9922.2012.00706.x [details]
    • Hulstijn, J. H. (2012). Different speakers but same Language Acquisition Device? Linguistic Approaches to Bilingualism, 2(3), 273-276. https://doi.org/10.1075/lab.2.3.06hul [details]
    • Hulstijn, J. H. (2012). Raadsels van tweedetaalverwerving. Dutch Journal of Applied Linguistics, 1(1), 150-159. https://doi.org/10.1075/dujal.1.1.11hul [details]
    • Hulstijn, J. H. (2012). The construct of language proficiency in the study of bilingualism from a cognitive perspective. Bilingualism : Language and Cognition, 15(2), 422-433. https://doi.org/10.1017/S1366728911000678 [details]
    • Hulstijn, J. H., Schoonen, R., de Jong, N. H., Steinel, M. P., & Florijn, A. (2012). Linguistic competences of learners of Dutch as a second language at the B1 and B2 levels of speaking proficiency of the Common European Framework of Reference for Languages (CEFR). Language Testing, 29(2), 203-221. https://doi.org/10.1177/0265532211419826 [details]
    • Hulstijn, J. H., de Jong, N. H., Steinel, M. P., Florijn, A., & Schoonen, R. (2012). Hoe groot is het verschil tussen B1 en B2? Verschillen in kennis van woordenschat en grammatica tussen NT2-leerders op B1-B2-niveau van spreekvaardigheid. Internationale Neerlandistiek, 50(3), 201-217. [details]
    • Trapman, M., van Steensel, R., van Schooten, E., van Gelderen, A., & Hulstijn, J. (2012). Een longitudinale studie naar de rol van linguïstische kennis, vloeiendheid en metacognitieve kennis in schrijfvaardigheid van leerlingen in het vmbo. In N. de Jong, K. Juffermans, M. Keijzer, & L. Rasier (Eds.), Papers of the Anéla 2012 Applied Linguistics Conference (pp. 66-74). Eburon. http://www.anela.nl/index.php/download_file/view/51/110/ [details]
    • de Jong, N. H., Steinel, M. P., Florijn, A. F., Schoonen, R., & Hulstijn, J. H. (2012). Facets of speaking proficiency. Studies in Second Language Acquisition, 34(1), 5-34. https://doi.org/10.1017/S0272263111000489 [details]
    • de Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. (2012). The effect of task complexity on functional adequacy, fluency and lexical diversity in speaking performances of native and non-native speakers. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: complexity, accuracy and fluency in SLA (pp. 121-142). (Language learning & language teaching; No. 32). Amsterdam: Benjamins. [details]

    2011

    • Hulstijn, J. H. (2011). Explanations of associations between L1 and L2 literacy skills. In M. S. Schmid, & W. Lowie (Eds.), Modeling bilingualism: from structure to chaos: in honor of Kees de Bot (pp. 85-111). (Studies in bilingualism; No. 43). Amsterdam: Benjamins. [details]
    • 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(3), 229-249. https://doi.org/10.1080/15434303.2011.565844 [details]
    • Mulder, K., & Hulstijn, J. H. (2011). Linguistic skills of adult native speakers, as a function of age and level of education. Applied Linguistics, 32(5), 475-494. https://doi.org/10.1093/applin/amr016 [details]
    • Schoonen, R., van Gelderen, A., Stoel, R. D., Hulstijn, J., & de Glopper, K. (2011). Modeling the development of L1 and EFL writing proficiency of secondary school students. Language Learning, 61(1), 31-79. https://doi.org/10.1111/j.1467-9922.2010.00590.x [details]

    2010

    • Gauvin, H. S., & Hulstijn, J. H. (2010). Exploring a new technique for comparing bilinguals’ L1 and L2 reading speed. Reading in a Foreign Language, 22(1), 84-103. [details]
    • 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; No. 1). [s.l.]: European Second Language Association. [details]
    • Hulstijn, J. H. (2010). Measuring second language proficiency. In E. Blom, & S. Unsworth (Eds.), Experimental methods in language acquisition research (pp. 185-200). (Language learning & language teaching; No. 27). Amsterdam: Benjamins. [details]
    • Hulstijn, J. H., Aldersen, J. C., & Schoonen, R. (2010). Developmental stages in second-language acquisition and levels of second-language proficiency: are there links between them? In I. Bartning, M. Martin, & I. Vedder (Eds.), Communicative proficiency and linguistic development: intersections between SLA and language testing research (pp. 11-20). (Eurosla monographs series; No. 1). [s.l.]: European Second Language Association. [details]

    2009

    • Hulstijn, J. H. (2009). De kern van taalvaardigheid. In A. Backus, M. Keijzer, I. Vedder, & B. Weltens (Eds.), Artikelen van de zesde Anéla-conferentie (pp. 163-172). Delft: Eburon. [details]
    • Hulstijn, J. H., van Gelderen, A., & Schoonen, R. (2009). Automatization in second-language acquisition: what does the coefficient of variation tell us? Applied Psycholinguistics, 30(4), 555-582. https://doi.org/10.1017/S0142716409990014 [details]
    • Peters, E., Hulstijn, J. H., Sercu, L., & Lutjeharms, M. (2009). Learning L2 German vocabulary through reading: the effect of three enhancement techniques compared. Language Learning, 59(1), 113-151. https://doi.org/10.1111/j.1467-9922.2009.00502.x [details]
    • Trapman, M., van Gelderen, A., Hulstijn, J., & van Steensel, R. (2009). De relatie tussen talige en cognitieve vaardigheden en de leesvaardigheid van risicoleerlingen in het vmbo. In A. Backus, M. Keijzer, I. Vedder, & B. Weltens (Eds.), Artikelen van de zesde Anéla-conferentie (pp. 369-378). Delft: Eburon. [details]

    2008

    • de Jong, N. H., Steinel, M., Florijn, A. F., Schoonen, R., & Hulstijn, J. H. (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 (pp. 53-63). (Contacforum). Brussel: Koninklijke Vlaamse Academie van België voor Wetenschappen en Kunsten. [details]

    2007

    • Hulstijn, J. H. (2007). Fundamental issues in the study of second language acquisition. EUROSLA Yearbook, 7, 191-203. https://doi.org/10.1075/eurosla.7.11hul [details]
    • Hulstijn, J. H. (2007). The shaky ground beneath the CEFR: Quantitative and qualitative dimensions of language proficiency. The Modern Language Journal, 91, 662-666. [details]
    • Hulstijn, J., Schoonen, R., & van Gelderen, A. (2007). Unraveling the componential structure of second-language skills. TESOL Quarterly, 41(1), 186-192. [details]
    • Steinel, M. P., Hulstijn, J. H., & Steinel, W. (2007). Second language idiom learning in a paired-associate paradigm: Effects of direction of learning, direction of testing, idiom imageability, and idiom transparency. Studies in Second Language Acquisition, 29, 449-484. https://doi.org/10.1017/S0272263107070271 [details]
    • van Gelderen, A., Schoonen, R., Stoel, R. D., de Glopper, K., & Hulstijn, J. (2007). Development of adolescent reading comprehension in Language 1 and Language 2: a longitudinal analysis of constituent components. Journal of Educational Psychology, 99(3), 477-491. https://doi.org/10.1037/0022-0663.99.3.477 [details]

    2006

    • Hulstijn, J. H. (2006). Psycholinguistic perspectives on second language acquisition. In J. Cummins, & C. Davison (Eds.), The international handbook on English language teaching (pp. 701-713). Springer. [details]

    2018

    • Hulstijn, J. (2018). [Bespreking van: E. Bosma (2017) Bilingualism and cognition: The acquisition of Frisian and Dutch]. Us Wurk, 67(3-4), 183-187. [details]

    2011

    • Hulstijn, J. H. (2011). Foreign-language syllabus design and the Common European Framework for Languages in revolutionary times: 1971-2001. In M. Simons, & J. Colpaert (Eds.), Peer perspectives on systemization: a book review of Wilfried Decoo's 'Systemization in foreign language teaching' (pp. 87-96). University of Antwerp. [details]

    2019

    • Hulstijn, J. (2019). Taalniveaus zouden vooral curriculaire doeleinden moeten dienen. Van Twaalf tot Achttien, 29(2), 12-15. [details]

    2012

    • Hulstijn, J. (2012). Woorden leren: een kwestie van aandacht en herhaling. Levende Talen Magazine, 99(7), 26-29. [details]

    2009

    • Hulstijn, J. H. (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. [details]
    • Hulstijn, J. H. (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.]. [details]

    Prijs / subsidie

    Spreker

    • Hulstijn, J. H. (speaker) (2-12-2016). A perspective from BLC Theory on third-language acquisition, International symposium on multilingualism, language proficiency and age, Stockholm.
    • Hulstijn, J. H. (speaker) (14-10-2016). Sociolinguistic and cognitive aspects of language proficiency: The perspective of BLC Theory, opening conference of the COST Study Abroad programme, Vilnius.
    • Hulstijn, J. H. (speaker) (2-9-2016). Avoiding dogmatic entrenchment in the study of language acquisition, 49th annual conference of the British Association for Applied Linguistics, Cambridge.
    • Hulstijn, J. H. (speaker) (5-11-2015). A differentiated view on language proficiency, Durchgängig und fachspezifisch? - Integrative Sprachförderung zwischen Anspruch und Umsetzung, Bochum.
    • Hulstijn, J. H. (speaker) (3-9-2015). Basic language cognition: The grammar of native speakers’ spontaneous speech as a function of level of education, 48th Annual Meeting of the Societas Linguistica Europaea, Leiden.
    • Hulstijn, J. H. (speaker) (27-5-2015). Basic language cognition: Grammar and lexis in speech production as a function of level of education, 6ème Conférence Internationale de l’Association Française de Linguistique Cognitive (AFLiCo), Grenoble.
    • Hulstijn, J. H. (speaker) (23-3-2015). Basic language cognition (BLC): Morpho-syntax in native speakers’ speech production as a function of age and level of education, Annual conference of the American Association of Applied Linguistics.
    • Hulstijn, J. H. (speaker) (25-4-2014). The BLC-HLC theory of language proficiency in native and non-native speakers, Joint meeting of the Estonian Society of Applied Linguistics and IAIMTE Educational Linguistics SIG-meeting, Tallinn.
    • Hulstijn, J. H. (speaker) (18-12-2013). The notion of shared vocabulary: Size and theoretical relevance, Vocab@Vic 2013 Conference, New Zealand, Wellington.
    • Hulstijn, J. H. (speaker) (29-5-2013). Natural tensions between theory and practice in the Common European Framework of Reference for Languages (CEFR), Language Testing in Europe: Time for a New Framework?” International Conference, 29 May 2013, Antwerpen, Antwerpen.
    • Hulstijn, J. H. (speaker) (3-5-2013). The construct of language proficiency in L1 acquisition, L2 acquisition, and bilingualism, 40th Finnish Conference of Linguistics (XL Kielitieteen päivät 2013). , Tampere.
    • Hulstijn, J. H. (speaker) (17-3-2013). Epistemological remarks on a social-cognitive gap in the study of second-language learning and teaching.
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