MSI Press Blog

  Achieving Native-Like Second Language Proficiency  (Speaking) by Betty Lou Leaver is a research-based catalogue of factors that would seem to predict ability to reach the highest level of foreign language proficiency and is based on common characteristics shared by more than 200 near-native speakers, identified by self-report, survey, and interviews by master testers. The authors of the study scoured the language fields, particularly testing organizations, for learners at ILR Level 4 (near-native). None were found under the age of 30. The hypothesis of the researchers was that one has to become fully educated in one's own (as well as one's second/third, etc.) language to reach near-native levels of proficiency -- and that amount of education simply takes time and maturation. One would not expect erudition from a five-year-old. Hence, expecting the early appearance of Level 4 in young learners is probably unwarranted.  --- MSI Press publishes the only journal dedicated to the

  Achieving Native-Like Second Language Proficiency  (Speaking) by Betty Lou Leaver is a research-based catalogue of factors that would seem to predict ability to reach the highest level of foreign language proficiency and is based on common characteristics shared by more than 200 near-native speakers, identified by self-report, survey, and interviews by master testers. The study, following common thought, expected to find a commonality among the highly proficient language users in age of onset, i.e. that beginning as a child results in higher proficiency. However, that was not the case. Age of onset did not matter much except for naturally correct pronunciation picked up by children (though often that was affected by interlanguage contact that happens in immigrant situations) that had to be acquired with great effort by adult learners.  The important characteristic in terms of age of onset did not appear to be child vs adult but (1) whether the learner had been exposed to a multilingu

  Achieving Native-Like Second Language Proficiency  (Speaking) by Betty Lou Leaver is a research-based catalogue of factors that would seem to predict ability to reach the highest level of foreign language proficiency and is based on common characteristics shared by more than 200 near-native speakers, identified by self-report, survey, and interviews by master testers. The study, following common thought, expected to find similarities among the best language learners. Actually, that turned out not to be the case.  While almost all individuals in the study had firm opinions about how to acquire a foreign language successfully, these opinions, experiences, and approaches did not always coincide with each other. Whether they had learned a foreign language through flashcards, memorization, rehearsal, and performance, in country, or through much self-study, they almost routinely felt that their way was the best. (We will report on other characteristics in future Thursday blog posts.) --- M

  Book review from Issue 8 of the Journal for Distinguished Language Studies -- REVIEW   Dornyei, Zoltan; Mentzelopoulos, Katarina Lessons from Exceptional Language Learners Who Have Achieved Nativelike Proficiency: Motivation, Cognition and Identity Channel View Publications 2022   Series Editors: Sarah Mercer, Universitat Graz, Austria and Stephen Ryan, Waseda University, Japan Psychology of Language Learning and Teaching: 18 Bristol; Jackson: Multilingual Matters, (2022)   Natalia Lord, Learning Consultation Service, School of Language Studies, Foreign Service Institute (retired)   SUMMARY   This book analyzes the findings of a research project that Zoltan Dornyei, a prolific and esteemed contributor to the field of language learning, designed for his students at the University of Nottingham, when his course, the Psychology of Bilingualism and Language Learnin g , moved online. This is unfortunately a posthumous publication, for Zoltan Dornyei passed away earlier this fall. His co-

           Just out! Volume 8 of the  Journal for Distinguished Language Studies . Read the abstracts. See something you like? Explore more! The JDLS is available from Amazon, Barnes & Noble, other online sellers, the MSI Press webstore -- and, in some (we hope, many) cases your local academic library. (If you want it at your local public library -- just ask the librarian to order it, or better,  subscribe  to it.) Volume 8 Abstracts Beyond the Language: Debating as High-Intensity Cultural Engagement & Leadership Emilie Cleret (French War College) This article discusses the use of debating in senior professional military education (PME) at the French War College in Paris to help officers reach native-like English language competence. In France, senior Professional Military Education (PME) is delivered by two schools – Ecole de Guerre (French War College) and Centre des hautes études militaires, (Centre for Higher Military Studies). The case this article explores is the use of d

Not much time available today. We are all sick here with something we are calling simply "the crud." It is definitely unpleasant -- and tenacious. But I can take a couple of minutes to answer a couple of questions that have come my way this week about the JDLS: Yes, it is on the shelves of the Library of Congress. Yes, the articles are available online (see information below). Currently, the latest issue is the only one where all articles are available, but we are working to make all articles in all issues downloadable at very lost cost. Yes, we are still reviewing submissions for Volume/Issue 9. Yes, it is possible for an institution to subscribe to the journal. Contact orders@msipress.com. (See information below.) --- We now have available for individual purchase each of the feature articles from issue 8 of the journal at a very accessible price and will make the feature articles available from other issues as time goes on. Check our  webstore  to see what we have at any gi

      The Journal for Distinguished Language Studies is available by subscription. JDLS is a biennial journal, and it is easy for time to slip by and miss the next issue. Subscription will take care of that. Subscribe HERE and never miss a copy. (Publishes typically in December of even-numbered years.) Also, don't believe Amazon's listing of previous issues of  The Journal for Distinguished Language Studies  as out of print. It is very much in print and available at the  MSI Press webstore . Subscription service available as noted above, and issues 1-6 are on sale for $5 each! Amazon is selling  issues 7 and 8 . For more posts about the JDLS, click  HERE . If you have a post to contribute to the Thursday high-level-language-proficiency topic, we would love to see it. Please send it to editor@msipress.com. Sign up for the MSI Press LLC newsletter Follow MSI Press on  Twitter ,  Face Book , and  Instagram .   Interested in publishing with MSI Press LLC? Check out information on 

      Available for download, article from JDLS 8: " Protocol-Based Formative Assessment: Evolution and Revolution at the Defense Language Institute Foreign Language Center"  (Dr. Andrew R. Corin, DLIFLC, and Sergey Entis, DLIFLC) Abstract: Protocol-based formative assessment (PBFA) can be a powerful tool for enhancing learning and diagnosing learning challenges. Yet there is an inherent tension between effectiveness and efficiency in the delivery of PBFA. This can be addressed through a variety of strategies: “rationing” PBFA to instances of individual learning difficulties, applying PBFA to all students but in fewer instances, or by engineering greater efficiency into the protocol. Regardless of the strategy adopted, it is taken for granted that PBFA should be maximally integrated with instruction-based formative assessment (IBFA) as an integral component of day-to-day classroom instruction. This article articulates the dilemma as it developed at the Defense Language Instit

      Available for download, article from JDLS 8: " Protocol-Based Formative Assessment: Evolution and Revolution at the Defense Language Institute Foreign Language Center" (Andrew R. Corin and Sergey Entis) . Abstract: Protocol-based formative assessment (PBFA) can be a powerful tool for enhancing learning and diagnosing learning challenges. Yet there is an inherent tension between effectiveness and efficiency in the delivery of PBFA. This can be addressed through a variety of strategies: “rationing” PBFA to instances of individual learning difficulties; applying PBFA to all students but in fewer instances; or by engineering greater efficiency into the protocol. Regardless of the strategy adopted, it is taken for granted that PBFA should be maximally integrated with instruction-based formative assessment (IBFA) as an integral component of day-to-day classroom instruction. This article articulates the dilemma as it developed at the Defense Language Institute Foreign Language