Languages, Volume 10, Issue 5

Learning a language means both mastering the grammatical structures and using contextually appropriate language, or developing sociolinguistic competence, which has been examined by measuring the native-like patterns of sociolinguistic variables. Thi...

For heritage speakers (HSs), expectations of influence from the community’s dominant language are pervasive. An alternative account for heritage language variability is that HSs are demonstrating sociolinguistic competence: HSs may either initi...

Subject pronoun expression (SPE) has been widely studied as a sociolinguistic variable across a range of languages. However, previous research has primarily focused on production, leaving the perception of subject pronouns largely unexplored. The per...

Recent studies on agglutinative languages, such as Japanese, Finnish, and Turkish, have reported case marking deficits in children with developmental language disorder.In this study, we investigate case marking in bilingual children speaking Turkish...

This study investigates the complex dynamics of Kazakh–English bilingualism, the influence of technology on language promotion, and regional variations in language attitudes across Kazakhstan. Using a structured online survey, data were collect...

This study explores rhythm metrics as a sociolinguistic marker in Philippine English (PhE), addressing gaps in understanding rhythmic variation in Southeast Asian Englishes. It aims to uncover how rhythmic patterns reflect sociolectal identities with...

In his update on Basic Language Cognition (BLC), Hulstijn formulates a number of predictions derived from BLC Theory, and explains how BLC differs from Extended Language Cognition (ELC). BLC is used to refer to an individual’s capacity to proce...

This brief commentary on Jan Hulstijn’s essay examines the importance of processing pressures in usage-oriented approaches to language and learning. I use the syntax of negation to illustrate this line of research and its relevance to linguisti...

This commentary critically engages with Hulstijn’s revised Basic Language Cognition (BLC) Theory, which aims to enhance explanatory power and falsifiability regarding individual differences (IDs) in language proficiency across native and non-na...

Hulstijn’s BLC Theory proposes a dissociation between cognitive individual differences and two types of cognition—the cognition of oral language and the cognition of written language. Specifically, cognitive IDs are expected to affect the...