DOI: 10.24411/2470-1262-2020-10079
Abstract:The paper concentrates on the research of second language attrition, which has progressively become a part of applied linguistics. The purpose of the research is to elaborate the reactivation model of lapsed English skills. The analysis of methodological approaches to the processes of language attrition, highlighting the main factors influencing it, is made. Experimental research to elicit language loss of adults studying English after a temporary break is conducted.
For data collection, the authors use theoretical analysis of psychological, pedagogical,
linguistic and methodological literature on a topic selected; a questionnaire method (conducting
stating and control experiments using testing). In systematizing and interpreting the results of the research, a descriptive method is used.
From both a linguistic and psychological point of view, the reactivation of lost English
language skills requires corresponding organization of the educational process so that the training is active and has a personal or intrapersonal agenda; the student has the opportunity to self-control and self-esteem using long-term goals, such as restoring previous levels of language skills, and short-term goals that are specific and measurable.
Theoretical and practical significance consists of the possibility of using the results of the research by lecturers of higher education establishments in order to increase the effectiveness of the educational process. It will also help to improve the teaching methods of English language at Universities, taking into account the principles of the psycholinguistic approach.
Keywords: language attrition, language loss, psycholinguistics, English language,
memorization, motivation, language contact, reactivation of lapsed English skills, extra linguistic factors
References:
1. Anderson R. W. Determining the Linguistic Attributes of Language Attrition. The Loss of
Language Skills. Rowley, MA: Newbury House, 1982. – 200p.
2. Brown, H.D. Principles of language learning and teaching. Prentice Hall Regents, 1994.
3. De Bot K. Dynamic Systems Theory approach to second language acquisition. Bilingualism
/ W. Lowie, M. Verspoor // Language and Cognition, 2007. – Vol. 10(1). – P. 7–21.
4. De Bot K. The “Savings” approach to testing vocabulary / V. Martens, S. Stoessel // The
International Journal of Bilingualism. – 2004. – 8(3). – P. 373–382.
5. Hansen, L. (2011). The acquisition, attrition, and relearning of mission vocabulary. In M.
S. Schmid, & W. Lowie (Eds.), Modeling Bilingualism: From structure to chaos.
Amsterdam/Philadelphia: John Benjamins.
6. Köpke B., Schmid M.S. First language attrition: The next phase / M. S. Schmid, B. Köpke,
M. Keijzer, L. Weilemar. – First Language Attrition: Interdisciplinary perspectives on methodological issues, Amsterdam. – 2004. – S.
7. Krashen S. D. Principles and Practice in Second Language Acquisition [Online] / S. D.
Krashen. Pergamon Press, 2009.
http://www.sdkrashen.com/Principles_and_Practice/Principles_and_Practice.pdf
(Accessed 17th May 2020)
8. Lambert R. The loss of language skills / B. Freed. – Rowley, MA: Newbury House, 1982.
– 243p.
9. Mehotcheva, T. H. After the Fiesta is over: Foreign Language Attrition of Spanish in
Dutch and German Erasmus students. PhD Thesis, GRODIL series (86), University of
Groningen / RECERCAT, Pompeu Fabra University; Xu, X. (2010).
10. Paradis M. L1 attrition features predicted by a neurolinguistic theory of bilingualism.
Language Attrition: Theoretical Perspectives / M. S. Köpke, M. S. Schmid, M. Keijzer, S.
Dostert. – Amsterdam, Philadelphia: John Benjamins. – 2007. – P. 123–133.
11. Polinsky M. Structural dimensions of first language loss / K. Beals // Papers from the 30th
Regional Meeting of the Chicago Linguistic Society. – 1994. – Vol. 2. – P. 257–276.
12. Schmid M. S. First Language Attrition, Use and Maintenance: The case of German Jews
in Anglophone countries. – Amsterdam: John Benjamins, 2002. – 274 p.
13. Schmid M.S. Foreign language attrition / T. H. Mehotcheva // Dutch Journal of Applied
Linguistics. – 2012. – № 1 (1). – P. 102–124.
14. Thornbury S. How to teach vocabulary. Essex: Pearson Education Limited, 2002.
15. Timofeyev A.V. Language attrition when learning a foreign language // Society;
sociology, psychology, pedagogy. – 2017. – № 11. – С. 159–162. (in Russian)
16. Vygotsky L.S. The history of the development of higher mental functions. Sobr. works: In
6t. – T.3. – M .: Pedagogy, 1983.- 368 p
17. Weltens B., Cohen A. D. Language attrition research: An introduction // Studies in Second
Language Acquisition. 1989. № 11, рр. 127–133.
Information about the authors:Marina I. Eliseykina (Yekaterinburg, Russia) – Assistant professor, Department of Linguistics and Professional Communication in Foreign languages, Ural Federal University 19, Mira St., Yekaterinburg, Russia, 620002, e-mail: m.eliseykina@mail.ru
Tamara V. Kuprina (Yekaterinburg, Russia) – PhD, Associate Professor, Department of
Foreign Languages and Translation, Ural Federal University, 19, Mira St., Yekaterinburg,
Russia, 620002, e-mail: tvkuprina@mail.ru
For citation: Eliseykina Marina I., Kuprina Tamara V., (2020).
Empirical Reserch of Second Language Attrition.
Cross-Cultural Studies: Education and Science
Vol.5, Issue 2 (2020), pp. 79-91 (in USA)