中国大学生英语语言磨蚀研究pdf电子书版本下载

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Chapter 1 Introduction 1

1.1 Background to the Study 1

1.1.1 Bilingual Education 1

1.1.2 Current Status of English Language Learning in China 2

1.1.3 English Language Programs in China 4

1.1.4 Models of Mandarin-English Bilingual Education in China 7

1.2 Statement of the Research Problem 9

1.3 Purpose of the Study 10

1.4 Theoretical Framework for This Study 11

1.5 Objectives of the Study 13

1.6 Significance of the Study 14

1.7 Limitations of the Study 15

1.8 Conclusion 15

Chapter 2 Literature Review 17

2.1 Foreign Language and Second Language Learning 17

2.2 Affective Factors Influencing the Learning of a Foreign Language 19

2.3 Language Contact 20

2.4 Language Maintenance 22

2.5 Language Shift 24

2.6 Language Attrition 26

2.6.1 Definition and Taxonomy in Language Attrition 27

2.6.2 The Relationship between Language Attrition and Language Learning 29

2.6.3 Language Attrition，Code-switching，and Code-mixing 30

2.6.4 Hypotheses Related to Language Attrition 32

2.6.4.1 Initial Proficiency 32

2.6.4.2 The Threshold Hypothesis 33

2.6.4.3 Retrieval Failure Hypothesis 34

2.6.4.4 The Savings Paradigm Hypothesis 35

2.6.4.5 The Relearning Hypothesis 36

2.6.4.6 The Regression Hypothesis 36

2.6.5 Gender as a Factor Influencing Language Attrition 37

2.6.5.1 Gender Differences in Motivation 37

2.6.5.2 Gender Difierences in Language-based Abilities 38

2.6.5.3 Gender Differences in Language Attrition 39

2.6.6 Other Social Factors Affecting Attrition 40

2.6.7 Attrition of Sub-skills 41

2.6.7.1 Attrition of Listening and Reading Skills 41

2.6.7.2 Attrition of Writing Skills 42

2.6.7.3 Attrition of Vocabulary 44

2.6.8 Previous Studies on Language Attrition over Holidays 48

2.6.8.1 Rate of Attrition 50

2.6.8.2 Age as a Factor Influencing Language Attrition 50

2.7 Conclusion 51

Chapter 3 Methodology 53

3.1 Procedure of the Study 53

3.1.1 Instruments 53

3.1.1.1 Tests 53

3.1.1.2 Questionnaire 64

3.1.2 Sample 65

3.1.3 Methods of Analysis 66

3.1.3.1 Computer-aided Analysis 66

3.1.3.2 Analysis on Linguistic Representation of Vocabulary Attrition 70

3.2 Conclusion 71

Chapter 4 Results and Discussion 72

4.1 Results and Discussion 72

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 Proficiency 73

4.1.1.2 Speaking 75

4.1.1.3 Vocabulary 76

4.1.1.4 Short Conversation and Passage Listening 83

4.1.1.5 Speed Reading and In-depth Reading 84

4.1.1.6 Writing 87

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 Skills 92

4.1.2.2 Gender Differences of Attrition in Writing Skills 93

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 Motivation 96

4.1.3.2 Social Activities 97

4.2 Conclusion 98

Chapter 5 Conclusion 100

5.1 Overview 100

5.2 Suggestions for Further Research 102

5.3 Concluding Remarks 104

References 106

Appendices 127

Biodata of the Author 205

List of Tables 29

Table 1 Taxonomy of Language Attrition 29

Table 2 An Overview of Methodology 53

Table 3 Scoring Sheet for Scoring Students'Writing Performance 60

Table 4 Vocabulary Knowledge Scale 62

Table 5 Vocabulary Knowledge Scale Used in This Study 63

Table 6 Number of Participants for Each Instrument 66

Table 7 Questions on Self-assessment of English Proficiency 73

Table 8 Comparison of Self-assessment of Overall English Proficiency before and after the Holidav 75

Table 9 Comparison of Self-assessment of Speaking Proficiency before and after the Holiday 75

Table 10 Nonparametric Two-related-samples Tests of Vocabulary Knowledge Attrition 77

Table 11 Phonological Representation of the Attrited Vocabularies 78

Table 12 Morphological Representation of the Attrited Vocabularies 79

Table 13 Semantic Representation of the Attrited Vocabularies 80

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 Normality 87

Table 17 Attrition in Writing Skills 88

Table 18 Report of the Validity of Writing Judgments 89

Table 19 Gender Differences of Attrition in Listening and Reading Skills 92

Table 20 Gender Differences of Attrition in Writing Skills 93

Table 21 Questions on Motivation and Social Activities 95

Table 22 Comparison of Motivation Levels before and during the Holiday 96

Table 23 Comparison of Social Activities before and during the Holiday 97

Table 24 An Overview of Statistically Significant Results 103

List of Figures 33

Figure 1 Forgetting Curve 33

Figure 2 Timeline of the Administration of the Tests in the Study 54

Figure 3 The Process of the Study of Vocabulary Knowledge Attrition 63

Figure 4 The Process of the Study of Linguistic Representation of Vocabulary Attrition 64