| 说话磨蚀是说话习得的逆进程,意指双语或多语运用者,因为某种说话运用的削减或停滞,其运用该说话的才能跟着时光推移而逐步消退的景象。自1980年“说话技能磨蚀会议”起,说话磨蚀研究已成为一个自力的范畴,并获得了日渐丰富的结果。但是,国际的研究起步较晚,其研究内容和研究数目也绝对较少。是以,笔者拟经由过程本项目标实行来丰硕国际说话磨蚀的研究。本文旨在研究汉语语境下英语普通曩昔时的磨蚀情形,包含其磨蚀次序,和一系列作用磨蚀的身分,并经由过程与习得次序(情状体角度)的比较来验证“回归假定”,从而为该假定供给进一步的论据,也为将来的英语教与学供给必定的启发。为此,本文提出以下研究成绩：(1)汉语语境下英语普通曩昔时的磨蚀次序是甚么?该次序可否验证“回归假定”?(2)作用英语普通曩昔时磨蚀的重要身分有哪些?为答复这些成绩,本研究依据响应的习得研究问卷,设计了磨蚀研究问卷,并以195名往届年夜学卒业生为查询拜访对象,获得了数据,停止了剖析。所得成果注解：(1)以英语为外语的中国成年进修者,其普通曩昔时常识遭到了必定的磨蚀,且磨蚀次序以下：“先习得,后磨蚀；后习得,先磨蚀”；该次序验证了“回归假定”,为该假定供给了汉语语境角度的无力支撑。(2)进修者普通曩昔时的磨蚀重要受以下身分的作用：磨蚀前外语程度：高程度进修者比低程度进修者更耐磨蚀；与英语的接触量：与英语的接触量越年夜,普通曩昔时的磨蚀越少；语际作用：学过第三说话(如日语、韩语、法语、德语和俄语)的进修者,其英语普通曩昔时磨蚀得较少。 Abstract: Speaking is the inverse process of speech acquisition attrition, which means bilingual or multilingual application, because some talk application cuts or stagnation, the application of the ability to speak with the passage of time and gradually subside scene. Since the 1980 conference, speaking skills, speaking on "abrasion has become a independent category, and obtained the increasingly rich results. However, the study of the world started late, the content of the research and the number of research is also relatively small. So, the author intends to implement this goal through the process of fruitful International Talk attrition research. This paper aims at the general situation of English attrition of past research in Chinese context, including the abrasion and impact abrasion order, a series of identity, and through the process of acquisition and order (the aspect angle) compared to verify the "regression assumption", so as to supply further evidence for this assumption, also taught English and inspiration for the future the supply must learn. To this end, the paper puts forward the following research results: (1) the order of the past the ordinary English attrition in Chinese context is what? The order will verify the "regression assumption"? (2) what are the important status of English common past attrition? To answer these questions, this research study on the acquisition of questionnaire response, design the study of abrasion questionnaire, and 195 previous college student to graduate for investigation object, obtained data were analyzed. Note: (1) the results of English as a foreign language in Chinese adult learners, the common sense of the past was surely abrasion, abrasion and order of the following: "first acquisition, after the acquisition, after abrasion; abrasion; the first order" verified "return to assume, for the supply of the Chinese context assumption the inability to support. (2) the past common impact abrasion learners by the following important status: foreign language level: high degree of abrasion before learners than low level learners more abrasion; and exposure to English and English: exposure to greater abrasion past the less common; cross linguistic influence: learning a third language (such as Japanese, Korean, French, German and Russian) learners, the regular English past less abrasion. 目录: 摘要 4-5 Abstract 5-6 List of Abbreviations 11-12 Introduction 12-15 Chapter One Literature Review 15-41 1.1 Key Terms 15-28 1.1.1 Language Acquisition 15-17 1.1.2 Lexical Aspect 17-22 1.1.3 Language Attrition 22-28 1.2 Studies on Acquisition Order 28-35 1.2.1 Studies on Acquisition Order of SPT:A Perspective of Form 30-31 1.2.2 Studies on Acquisition Order of SPT:A Perspective of Meaning 31-35 1.3 Studies on Attrition Order 35-40 1.3.1 Studies on Attrition Order Abroad 36-38 1.3.2 Studies on Attrition Order at Home 38-40 1.4 Summary 40-41 Chapter Two Methodology 41-53 2.1 Research Questions 41 2.2 Participants 41-44 2.3 Instruments 44-47 2.4 Pilot Study 47-51 2.4.1 Reliability 47-50 2.4.2 One-way ANOVA and Multiple Comparisons 50-51 2.5 Data Collection 51 2.6 Scoring 51-52 2.7 Data Analysis 52-53 Chapter Three Results and Discussions 53-76 3.1 Attrition of Simple Past Tense 53-56 3.2 Attrition Order of Simple Past Tense 56-59 3.3 Factors Affecting the Attrition of Simple Past Tense 59-74 3.3.1 Proficiency Level Prior to Attrition 60-64 3.3.2 Length of Time since Onset of Attrition 64-68 3.3.3 Exposure to Target Language 68-70 3.3.4 Gender Difference 70-72 3.3.5 Cross-linguistic Influence 72-74 3.4 Summary 74-76 Chapter Four Conclusion 76-80 4.1 Major Findings 76-77 4.2 Implications 77-78 4.3 Limitations and Suggestions for Further Research 78-80 References 80-91 Appendix 91-100 Acknowledgements 100 |
