語言磨蝕,作為語言習得的逆過程,對外語學習產(chǎn)生了重要影響。大多數(shù)中國學習者的第一外語是英語,而在學習英語的過程中,學習者們發(fā)現(xiàn),一旦停止正式的英語課堂學習之后,他們的英語水平就會下降。這就是語言磨蝕現(xiàn)象的具體表現(xiàn)。自1980年美國賓夕法尼亞大學首屆語言技能磨蝕會議召開,語言磨蝕這一新興研究領域逐漸被研究者們重視。至今,已有不少國外學者在該領域有所建樹,取得了豐碩的成果,然而國內(nèi)僅有少數(shù)學者專注于該領域,還未引起足夠的重視。語言磨蝕受到諸多因素影響。本文通過調(diào)查非英語專業(yè)本科生在結束了正式的英語課堂學習20個月后的語言磨蝕的現(xiàn)象,主要研究學生英語讀寫水平的磨蝕情況,旨在回答以下問題:（1）非英語專業(yè)的大學生在完成正式的英語課堂學習后,他們的英語讀寫水平是否發(fā)生了磨蝕?如果是,閱讀能力和寫作能力哪個更容易磨蝕?（2）非英語專業(yè)大學生磨蝕前的英語讀寫水平是否影響英語讀寫能力磨蝕?（3）非英語專業(yè)大學生在完成大學英語的課程以后,外語接觸量是否會影響英語讀寫能力磨蝕?（4）非英語專業(yè)大學生在完成了大學英語的課程以后,性別是否會影響英語讀寫能力磨蝕?本文調(diào)查了來自湖北省某綜合性高校的64名大學四年... 

【文章來源】：武漢科技大學湖北省

【文章頁數(shù)】：67 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Significance of the Study
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Studies Abroad and at Home
        1.3.1 Studies Abroad
        1.3.2 Studies at Home
    1.4 Organization of the Thesis
Chapter Two Theoretical Framework
    2.1 Definitions of Language Attrition
    2.2 Classification of Language Attrition
    2.3 Hypotheses Related to Language Attrition
        2.3.1 Retrieval Fail Hypothesis
        2.3.2 Regression Hypothesis
        2.3.3 Inverse Hypothesis
        2.3.4 Critical Threshold
    2.4 Factors Affecting Language Attrition
        2.4.1 Initial Proficiency Level
        2.4.2 Length of the Period of Non-use
        2.4.3 Exposure to Foreign Language
        2.4.4 Age
        2.4.5 Gender
Chapter Three Research Methodology
    3.1 Research Design
    3.2 Research Subjects
    3.3 Research Methods
        3.3.1 College English Test Band Four
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Data Collection and Analysis
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter Four Results and Discussion
    4.1 English Reading and Writing Attrition
        4.1.1 Comparison of Pretest and Posttest in Reading and Writing
        4.1.2 Comparison of Attrition in Reading and Writing
    4.2 Relationship between Initial Proficiency and Reading and Writing Attrition
        4.2.1 Comparison between High Proficiency Group and Low Proficiency Group
        4.2.2 Analysis of the Differences between High Proficiency Group and LowProficiency Group
    4.3 Relationship between Exposure to English and Reading and Writing Attrition
        4.3.1 Amount of Exposure to English
        4.3.2 Relationship between Exposure to English and Reading and WritingAttrition
    4.4 Gender Difference in English Reading and Writing Attrition
        4.4.1 Comparison of Different Gender’s Reading and Writing Attrition in Pretestand Posttest
        4.4.2 Analysis of Different Gender’s Reading and Writing Attrition
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
        5.2.1 For English Learners
        5.2.2 For English Teachers
    5.3 Limitations and Suggestions for Future Study
Bibliography
Acknowledgements
AppendixⅠ
AppendixⅡ
附錄1 攻讀碩士學位期間發(fā)表的論文



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