中国大学生英语语言磨蚀研究PDF|Epub|txt|kindle电子书版本网盘下载

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Chapter 1 Introduction1

1.1 Background to the Study1

1.1.1 Bilingual Education1

1.1.2 Current Status of English Language Learning in China2

1.1.3 English Language Programs in China4

1.1.4 Models of Mandarin-English Bilingual Education in China7

1.2 Statement of the Research Problem9

1.3 Purpose of the Study10

1.4 Theoretical Framework for This Study11

1.5 Objectives of the Study13

1.6 Significance of the Study14

1.7 Limitations of the Study15

1.8 Conclusion15

Chapter 2 Literature Review17

2.1 Foreign Language and Second Language Learning17

2.2 Affective Factors Influencing the Learning of a Foreign Language19

2.3 Language Contact20

2.4 Language Maintenance22

2.5 Language Shift24

2.6 Language Attrition26

2.6.1 Definition and Taxonomy in Language Attrition27

2.6.2 The Relationship between Language Attrition and Language Learning29

2.6.3 Language Attrition，Code-switching，and Code-mixing30

2.6.4 Hypotheses Related to Language Attrition32

2.6.4.1 Initial Proficiency32

2.6.4.2 The Threshold Hypothesis33

2.6.4.3 Retrieval Failure Hypothesis34

2.6.4.4 The Savings Paradigm Hypothesis35

2.6.4.5 The Relearning Hypothesis36

2.6.4.6 The Regression Hypothesis36

2.6.5 Gender as a Factor Influencing Language Attrition37

2.6.5.1 Gender Differences in Motivation37

2.6.5.2 Gender Difierences in Language-based Abilities38

2.6.5.3 Gender Differences in Language Attrition39

2.6.6 Other Social Factors Affecting Attrition40

2.6.7 Attrition of Sub-skills41

2.6.7.1 Attrition of Listening and Reading Skills41

2.6.7.2 Attrition of Writing Skills42

2.6.7.3 Attrition of Vocabulary44

2.6.8 Previous Studies on Language Attrition over Holidays48

2.6.8.1 Rate of Attrition50

2.6.8.2 Age as a Factor Influencing Language Attrition50

2.7 Conclusion51

Chapter 3 Methodology53

3.1 Procedure of the Study53

3.1.1 Instruments53

3.1.1.1 Tests53

3.1.1.2 Questionnaire64

3.1.2 Sample65

3.1.3 Methods of Analysis66

3.1.3.1 Computer-aided Analysis66

3.1.3.2 Analysis on Linguistic Representation of Vocabulary Attrition70

3.2 Conclusion71

Chapter 4 Results and Discussion72

4.1 Results and Discussion72

4.1.1 Research Question 1:Do English language skills attrite after a two-month holiday in terms of speaking，vocabulary，short conversation and passage listening,speed reading and in-depth reading，and writing?73

4.1.1.1 Self-assessment of Overall English Proficiency73

4.1.1.2 Speaking75

4.1.1.3 Vocabulary76

4.1.1.4 Short Conversation and Passage Listening83

4.1.1.5 Speed Reading and In-depth Reading84

4.1.1.6 Writing87

4.1.2 Research Question 2:Are there gender differences in English language attrition after a two-month holiday?91

4.1.2.1 Gender Differences of Attrition in Listening and Reading Skills92

4.1.2.2 Gender Differences of Attrition in Writing Skills93

4.1.3 Research Question 3:Are there any differences in both frequencies of social activities and levels of motivation in relation to English use before and during the holiday?94

4.1.3.1 Motivation96

4.1.3.2 Social Activities97

4.2 Conclusion98

Chapter 5 Conclusion100

5.1 Overview100

5.2 Suggestions for Further Research102

5.3 Concluding Remarks104

References106

Appendices127

Biodata of the Author205

List of Tables29

Table 1 Taxonomy of Language Attrition29

Table 2 An Overview of Methodology53

Table 3 Scoring Sheet for Scoring Students'Writing Performance60

Table 4 Vocabulary Knowledge Scale62

Table 5 Vocabulary Knowledge Scale Used in This Study63

Table 6 Number of Participants for Each Instrument66

Table 7 Questions on Self-assessment of English Proficiency73

Table 8 Comparison of Self-assessment of Overall English Proficiency before and after the Holidav75

Table 9 Comparison of Self-assessment of Speaking Proficiency before and after the Holiday75

Table 10 Nonparametric Two-related-samples Tests of Vocabulary Knowledge Attrition77

Table 11 Phonological Representation of the Attrited Vocabularies78

Table 12 Morphological Representation of the Attrited Vocabularies79

Table 13 Semantic Representation of the Attrited Vocabularies80

Table 14 Comparison between Pre and Post Listening Test Scores(N=340)83

Table 15 Comparison between Pre and Post Reading Test Scores(N=340)85

Table 16 Test of Normality87

Table 17 Attrition in Writing Skills88

Table 18 Report of the Validity of Writing Judgments89

Table 19 Gender Differences of Attrition in Listening and Reading Skills92

Table 20 Gender Differences of Attrition in Writing Skills93

Table 21 Questions on Motivation and Social Activities95

Table 22 Comparison of Motivation Levels before and during the Holiday96

Table 23 Comparison of Social Activities before and during the Holiday97

Table 24 An Overview of Statistically Significant Results103

List of Figures33

Figure 1 Forgetting Curve33

Figure 2 Timeline of the Administration of the Tests in the Study54

Figure 3 The Process of the Study of Vocabulary Knowledge Attrition63

Figure 4 The Process of the Study of Linguistic Representation of Vocabulary Attrition64