Language Proficiency In Native And Non Native Speakers
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Author |
: Jan H. Hulstijn |
Publisher |
: John Benjamins Publishing Company |
Total Pages |
: 209 |
Release |
: 2015-02-15 |
ISBN-10 |
: 9789027269027 |
ISBN-13 |
: 9027269025 |
Rating |
: 4/5 (27 Downloads) |
Synopsis Language Proficiency in Native and Non-native Speakers by : Jan H. Hulstijn
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.
Author |
: Jan Hendrik Hulstijn |
Publisher |
: |
Total Pages |
: 0 |
Release |
: 2015 |
ISBN-10 |
: 9027213240 |
ISBN-13 |
: 9789027213242 |
Rating |
: 4/5 (40 Downloads) |
Synopsis Language Proficiency in Native and Non-native Speakers by : Jan Hendrik Hulstijn
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.
Author |
: Sandra Götz |
Publisher |
: John Benjamins Publishing |
Total Pages |
: 263 |
Release |
: 2013 |
ISBN-10 |
: 9789027203588 |
ISBN-13 |
: 902720358X |
Rating |
: 4/5 (88 Downloads) |
Synopsis Fluency in Native and Nonnative English Speech by : Sandra Götz
This book takes a new and holistic approach to fluency in English speech and differentiates between productive, perceptive, and nonverbal fluency. The in-depth corpus-based description of productive fluency points out major differences of how fluency is established in native and nonnative speech. It also reveals areas in which even highly advanced learners of English still deviate strongly from the native target norm and in which they have already approximated to it. Based on these findings, selected learners are subjected to native speakers' ratings of seven perceptive fluency variables in order to test which variables are most responsible for a perception of oral proficiency on the sides of the listeners. Finally, language-pedagogical implications derived from these findings for the improvement of fluency in learner language are presented. This book is conceptually and methodologically relevant for corpus-linguistics, learner corpus research and foreign language teaching and learning.
Author |
: David Scott Wible |
Publisher |
: |
Total Pages |
: 134 |
Release |
: 1984 |
ISBN-10 |
: OCLC:12823026 |
ISBN-13 |
: |
Rating |
: 4/5 (26 Downloads) |
Synopsis Attitudes of Native Speakers Toward Non-native Speakers by : David Scott Wible
Author |
: Alan Davies |
Publisher |
: Multilingual Matters |
Total Pages |
: 252 |
Release |
: 2003-01-01 |
ISBN-10 |
: 1853596221 |
ISBN-13 |
: 9781853596223 |
Rating |
: 4/5 (21 Downloads) |
Synopsis The Native Speaker by : Alan Davies
Linguists, applied linguists and language teachers all appeal to the native speaker as an important reference point. But what exactly (who exactly?) is the native speaker? This book examines the native speaker from different points of view, arguing that the native speaker is both myth and reality.
Author |
: F. Rock |
Publisher |
: Springer |
Total Pages |
: 374 |
Release |
: 2007-11-13 |
ISBN-10 |
: 9780230286504 |
ISBN-13 |
: 023028650X |
Rating |
: 4/5 (04 Downloads) |
Synopsis Communicating Rights by : F. Rock
Organizations acting on behalf of society are expected to act fairly, explaining themselves and their procedures. For the police, explanation is routine and repetitive. It's also very powerful. This book provides an unusual opportunity to see different speakers and writers explaining the same texts in their own words in British police stations.
Author |
: Sandra Götz |
Publisher |
: John Benjamins Publishing |
Total Pages |
: 264 |
Release |
: 2013-03-20 |
ISBN-10 |
: 9789027272331 |
ISBN-13 |
: 9027272336 |
Rating |
: 4/5 (31 Downloads) |
Synopsis Fluency in Native and Nonnative English Speech by : Sandra Götz
This book takes a new and holistic approach to fluency in English speech and differentiates between productive, perceptive, and nonverbal fluency. The in-depth corpus-based description of productive fluency points out major differences of how fluency is established in native and nonnative speech. It also reveals areas in which even highly advanced learners of English still deviate strongly from the native target norm and in which they have already approximated to it. Based on these findings, selected learners are subjected to native speakers' ratings of seven perceptive fluency variables in order to test which variables are most responsible for a perception of oral proficiency on the sides of the listeners. Finally, language-pedagogical implications derived from these findings for the improvement of fluency in learner language are presented. This book is conceptually and methodologically relevant for corpus-linguistics, learner corpus research and foreign language teaching and learning.
Author |
: Boris Shekhtman |
Publisher |
: M S I Press |
Total Pages |
: 104 |
Release |
: 2003 |
ISBN-10 |
: 0967990750 |
ISBN-13 |
: 9780967990750 |
Rating |
: 4/5 (50 Downloads) |
Synopsis How to Improve Your Foreign Language Immediately by : Boris Shekhtman
This book provides a unique set of tools designed to enhance an individual's success in communicati0n in a foreign language environment. The devices presented allow the speaker of a foreign language to demonstrate the level of his/her language more impressively. These techniques were developed and tested by the author with adult professionals in such varied fields as journalism, diplomacy, government, and international business.
Author |
: Svenja Christen |
Publisher |
: GRIN Verlag |
Total Pages |
: 23 |
Release |
: 2010-01-25 |
ISBN-10 |
: 9783640517893 |
ISBN-13 |
: 364051789X |
Rating |
: 4/5 (93 Downloads) |
Synopsis Native or Non-native speakers. Who are the better English teachers? by : Svenja Christen
Seminar paper from the year 2008 in the subject Didactics for the subject English - Miscellaneous, grade: 1, , language: English, abstract: In today’s globalised world language knowledge becomes more and more important for good and skilled communication. Especially the knowledge of one language – the world language English – is necessary to be competitive and able to communicate worldwide. The status of English as a world language is obviously due to its large amount of native speakers all over the world, but also its simplicity in grammar, structure and vocabulary makes it to one of the most important languages in the world. There are approximately 380 million native speakers of English and more than 700 non-native speakers of English all over the world, which results in large parts of today’s communication taking place in English. Thus good English language knowledge is a precondition for many jobs and educations. This places great importance on today’s English language education. It has to be of high quality and learners have to acquire the language as good and as fast as possible. But who can perform the job of an English teacher best? There has been lots of discussion in the past years about whether native or non-native speakers are better at language teaching. Due to globalisation also the amount of English teachers available is rising steadily. Today’s English teachers come from a broad range of different countries and thus have differing cultural and linguistic backgrounds. Those backgrounds have again influence on the teachers’ teaching styles and methods and their general understanding of the teaching context and their students. Moreover, today’s English teachers have different levels of knowledge of the target language and culture. In this paper, I will thus have a look at the following question: Native speakers of English or non-native speakers of English – who are the better English teachers? Native speakers, on the one hand know their language perfectly, faultlessly and naturally. Non-natives on the other hand are more familiar with the students’ language learning process and have a better understanding of the learners’ needs. Thus, who is the ideal language teacher for the challenging task of teaching the world language English?
Author |
: Enric Llurda |
Publisher |
: Springer Science & Business Media |
Total Pages |
: 332 |
Release |
: 2006-06-09 |
ISBN-10 |
: 038732822X |
ISBN-13 |
: 9780387328225 |
Rating |
: 4/5 (2X Downloads) |
Synopsis Non-Native Language Teachers by : Enric Llurda
As non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever. This volume provides different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It contributes seldom-explored perspectives, like classroom discourse analysis, and social-psychological framework to discuss conceptions of NNS teachers.