Huettig, F., & Hulstijn, J. H. (2024). The Enhanced Literate Mind hypothesis. Topics in Cognitive Science. Advance online publication. https://doi.org/10.1111/tops.12731
Hulstijn, J. (2024). Predictions of Individual Differences in the Acquisition of Native and Non-Native Languages: An Update of BLC Theory. Languages, 9(5), Article 173. https://doi.org/10.3390/languages9050173[details]
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. Advance online publication. https://doi.org/10.4324/9781003018872-40[details]
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]
Hulstijn, J. H. (2021). Complexity research from the perspective of Language as a Complex Adaptive system. In AILA 2021
2020
Hulstijn, J. (2020). Proximate and ultimate explanations of individual differences in language use and language acquisition. Dutch Journal of Applied Linguistics, 9(1-2), 21-37. Advance online publication. https://doi.org/10.1075/dujal.19027.hul[details]
Hulstijn, J. H. (2019). An Individual-Differences Framework for Comparing Nonnative With Native Speakers: Perspectives From BLC Theory. Language Learning, 69(S1), 157-183. https://doi.org/10.1111/lang.12317[details]
Duijm, K., Schoonen, R., & Hulstijn, J. H. (2018). Professional and non-professional raters’ responsiveness to fluency and accuracy in L2 speech: An experimental approach. Language Testing, 35(4), 501-527. https://doi.org/10.1177/0265532217712553[details]
Hulstijn, J. H. (2018). Honderd jaar theorie en onderzoek van tweedetaalverwerving: Afgedankte inzichten en nog onopgeloste raadsels. Internationale Neerlandistiek, 56(3), 189-202. https://doi.org/10.5117/IN2018.3.002.HULS[details]
Trapman, M., van Gelderen, A., van Schooten, E., & Hulstijn, J. (2018). Writing proficiency level and writing development of low-achieving adolescents: The roles of linguistic knowledge, fluency, and metacognitive knowledge. Reading & Writing, 31(4), 893-926. Advance online publication. https://doi.org/10.1007/s11145-018-9818-9[details]
Trapman, M., van Gelderen, A., van Schooten, E., & Hulstijn, J. (2017). Reading comprehension level and development in native and language minority adolescent low achievers: Roles of linguistic and metacognitive knowledge and fluency. Reading & Writing Quarterly, 33(3), 239-257. Advance online publication. https://doi.org/10.1080/10573569.2016.1183541[details]
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). 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. Advance online publication. 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]
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. Advance online publication. 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. Advance online publication. 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. Advance online publication. 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. 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. Advance online publication. https://doi.org/10.1111/j.1467-9817.2012.01539.x[details]
2013
Hulstijn, J. H. (2013). Incidental learning in second language acquisition. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (Vol. 5, pp. 2632-2640). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0530[details]
Hulstijn, J. H. (2013). Is the second language acquisition discipline disintegrating? Language Teaching, 46(04), 511-517. Advance online publication. https://doi.org/10.1017/S0261444811000620[details]
de Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. (2013). Linguistic skills and speaking fluency in a second language. Applied Psycholinguistics, 34(5), 893-916. Advance online publication. https://doi.org/10.1017/S0142716412000069[details]
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). 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. Advance online publication. 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. http://www.internationaleneerlandistiek.nl/vol50/nr03/a01[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). 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). 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]
Mulder, K., & Hulstijn, J. H. (2011). Linguistic skills of adult native speakers, as a function of age and level of education. Applied Linguistics, 32, 475-494. https://doi.org/10.1093/applin/amr016.
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]
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). European Second Language Association. http://eurosla.org/monographs/EM01/233-238Hulstijn.pdf[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). 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). European Second Language Association. http://eurosla.org/monographs/EM01/11-20Hulstijjn_et_al.pdf[details]
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). 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). 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]
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]
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]
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]
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. (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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