Chapter 1Introduction 1.1Background to the Study1 1.1.1Bilingual Education1 1.1.2Current Status of English Language Learning in China 2 1.1.3English Language Programs in China4 1.1.4Models of MandarinEnglish Bilingual Education in China7 1.2Statement of the Research Problem9 1.3Purpose of the Study10 1.4Theoretical Framework for This Study11 1.5Objectives of the Study13 1.6Significance of the Study14 1.7Limitations of the Study15 1.8Conclusion15 Chapter 2Literature Review 2.1Foreign Language and Second Language Learning17 2.2Affective Factors Influencing the Learning of a Foreign Language19 2.3Language Contact20 2.4Language Maintenance22 2.5Language Shift24 2.6Language Attrition26 2.6.1Definition and Taxonomy in Language Attrition27 2.6.2The Relationship between Language Attrition and Language Learning29 2.6.3Language Attrition, Codeswitching, and Codemixing 30 2.6.4Hypotheses Related to Language Attrition32 2.6.4.1Initial Proficiency32 2.6.4.2The Threshold Hypothesis33 2.6.4.3Retrieval Failure Hypothesis34 2.6.4.4The Savings Paradigm Hypothesis35 2.6.4.5The Relearning Hypothesis36 2.6.4.6The Regression Hypothesis36 2.6.5Gender as a Factor Influencing Language Attrition37 2.6.5.1Gender Differences in Motivation37 2.6.5.2Gender Differences in Languagebased Abilities38 2.6.5.3Gender Differences in Language Attrition 39 2.6.6Other Social Factors Affecting Attrition40 2.6.7Attrition of Subskills41 2.6.7.1Attrition of Listening and Reading Skills 41 2.6.7.2Attrition of Writing Skills42 2.6.7.3Attrition of Vocabulary44 2.6.8Previous Studies on Language Attrition over Holidays 48 2.6.8.1Rate of Attrition50 2.6.8.2Age as a Factor Influencing Language Attrition50 2.7Conclusion51 Chapter 3Methodology 3.1Procedure of the Study53 3.1.1Instruments53 3.1.1.1Tests53 3.1.1.2Questionnaire64 3.1.2Sample65 3.1.3Methods of Analysis66 3.1.3.1Computeraided Analysis66 3.1.3.2Analysis on Linguistic Representation of Vocabulary Attrition70 3.2Conclusion71 Chapter 4Results and Discussion 4.1Results and Discussion72 4.1.1Research Question 1: Do English language skills attrite after a twomonth holiday in terms of speaking, vocabulary, short conversation and passage listening, speed reading and indepth reading, and writing? 73 4.1.1.1Selfassessment of Overall English Proficiency73 4.1.1.2Speaking75 4.1.1.3Vocabulary76 4.1.1.4Short Conversation and Passage Listening 83 4.1.1.5Speed Reading and Indepth Reading84 4.1.1.6Writing87 4.1.2Research Question 2: Are there gender differences in English language attrition after a twomonth holiday?91 4.1.2.1Gender Differences of Attrition in Listening and Reading Skills92 4.1.2.2Gender Differences of Attrition in Writing Skills93 4.1.3Research 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 4.1.3.1Motivation96 4.1.3.2Social Activities97 4.2Conclusion98 Chapter 5Conclusion 5.1Overview100 5.2Suggestions for Further Research102 5.3Concluding Remarks104 References106 Appendices127 Biodata of the Author205
中国大学出版社协会 |
首页 |
宏观指导 |
出版社天地 |
图书代办站 |
教材图书信息 |
教材图书评论 |
在线订购 |
教材征订
