SELECTED PUBLICATIONS

This page provides some selected publications, grouped by topic:

  • Implicit and explicit learning
  • SLA as a discipline – Philosophy of science
  • Empirical studies, funded by the Dutch Research Council (NWO)
  • Vocabulary acquisition
  • The Common European Framework of Reference for Languages
  • Miscellaneous

Implicit and explicit learning

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). Benjamins.

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

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. link

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

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 University Press.

Hulstijn, J.H. & Hulstijn, W. (1984). Grammatical errors as a function of processing constraints and explicit knowledge. Language Learning, 34, 2343. link

SLA as a discipline – Philosophy of science

Hulstijn, J.H. (2023). Chapter 35. 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. link

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. link

Hulstijn, J.H. (2014). Epistemological remarks on a social-cognitive gap in the study of second-language learning and teaching.. In J.H. Hulstijn, R.F. Young, L. Ortega, M. Bigelow, R. DeKeyser, N.C. Ellis, J.P. Lantolf, J.P., A. Mackey, & S. Talmy. Bridging the gap: Cognitive and social approaches to research in second language learning and teaching. Studies in Second Language Acquisition, 36, 375-380. link

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

Empirical studies, funded by the Dutch Research Council (NWO)

Speaking
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, 223-243. link

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, 893-916. link

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, 5-34. link

De Jong N.H. , Steinel, M.P, Florijn, A.F., Schoonen, R. & Hulstijn J. H. (2012). The effect of task complexity on native and nonnative speakers’ functional adequacy, aspects of fluency, and lexical diversity. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency. Investigating complexity, accuracy and fluency in SLA (p. 121-142). Benjamins.

Listening
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 [Supplement], 49-78. link

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 Caspers, J., Chen, Y., Heeren, W., Pacilly, J., Schiller, N.O., & Van Zanten, E. (Eds.) Above and beyond the segments: Experimental linguistics and phonetics (pp. 152-164). Benjamins

Reading and writing
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, 893-926. link

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, 237-259. link

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, Issue S1, S3-S21. link

Schoonen, R., Van Gelderen, A., Stoel, R., Hulstijn, J., De Glopper, K. (2011). Modeling the development of L1 and EFL writing proficiency of secondary-school students. Language Learning, 61, 31-79. link

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, 477-491. link

Fukkink, R.G., Hulstijn, J., & Simis, A. (2005). Does training of second-language word recognition skills affect reading comprehension? An experimental study. The Modern Language Journal, 89, 54-75. link

Van Gelderen, A., Schoonen, R., De Glopper, K., Hulstijn, J., Simis, A., Snellings, P., & Stevenson, M. (2004). Linguistic knowledge, processing speed, and metacognitive knowledge in first- and second-language reading comprehension: A componential analysis. Journal of Educational Psychology, 96, 19-30. link

Schoonen, R., Van Gelderen, A., De Glopper, K., Hulstijn, J., Simis, A., Snellings, P. & Stevenson, M. (2003). First language and second language writing: the role of linguistic fluency, linguistic knowledge and metacognitive knowledge. Language Learning, 53, 165-202. link

Van Gelderen, A., Schoonen, R., Glopper, K. de, Hulstijn, J., Snellings, P., Simis, A. & Stevenson, M. (2003). Roles of linguistic knowledge, metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension: A structural equation modeling approach. International Journal of Bilingualism, 7, 7-25. link

Schoonen, R, Van Gelderen, A., De Glopper, K., Hulstijn, J., Snellings, P., Simis, A., & Stevenson, A. (2002). Linguistic knowledge, metacognitive knowledge and retrieval speed in L1, L2 and EFL writing: A structural equation modeling approach. In Ransdell (Ed.), New directions for research in L2 writing (pp. 101-122). Kluwer.

Schoonen, R., Hulstijn, J., & Bossers, B. (1998). Metacognitive and language-specific knowledge in native and foreign language reading comprehension: An empirical study among Dutch students in grades 6, 8 and 10. Language Learning, 48, 71-106. link

Vocabulary acquisition
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, 113-151. link

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. link

Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1-26. link

Hulstijn, J.H., & Laufer, B. (2001). Some empirical evidence for the Involvement Load Hypothesis in vocabulary acquisition. Language Learning, 51, 539-558. link

Hulstijn, J.H., & Trompetter, P. (1998). Incidental learning of second language vocabulary in computer-assisted reading and writing tasks. In D. Albrechtsen, B. Henrikse, I.M. Mees, & E. Poulsen (Eds.), Perspectives on foreign and second language pedagogy (pp. 191-200). Odense University Press.

Hulstijn, J.H. (1997). Mnemonic methods in foreign-language vocabulary learning: Theoretical considerations and pedagogical implications. In: J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 203-224). Cambridge University Press.

Hulstijn, J.H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign-language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80, 327-339.
link

Hazenberg, S. & Hulstijn, J.H. (1996). Defining a minimal receptive second-language vocabulary for non-native university students: An empirical investigation. Applied Linguistics, 17, 145-163. link

Hulstijn, J.H. (1993). When do foreign-language readers look up the meaning of unfamiliar words? The influence of task and learner variables. The Modern Language Journal, 77, 139147. link

Hulstijn, J.H. (1992). Retention of inferred and given word meanings: Experiments in incidental learning. In: P.J.L. Arnaud & H. Béjoint (Eds.), Vocabulary and applied linguistics (p.113-125). Macmillan.

Hulstijn, J.H. & Marchena, E. (1989). Avoidance: grammatical or semantic causes? Studies in Second Language Acquisition, 11, 241-255. link

The Common European Framework of Reference for Languages
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. link

Hulstijn, J.H., Schoonen, R., de Jong, N.H., Steinel, M.P., & Florijn, A.F. (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, 202-220. link

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

Miscellaneous
Huettig, F., & Hulstijn, J.H. (2024). The Enhanced Literate Mind hypothesis. Topics in Cognitive Science 00 (2024) 1–10. link

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). Benjamins. link

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

Olsthoorn, N.M., Andringa, S.J., & Hulstijn, J.H. (2014). Visual and auditory digit-span performance in native and non-native speakers. International Journal of Bilingualism, 66, 663-673. link

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 eurosla.org

Hulstijn, J.H. (2003). Connectionist models of language processing and the development of multimedia software for listening comprehension. Computer Assisted Language Learning. 16, 413-425  Hulstijn_CALL_2003

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, 555-582. link

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