The Regression Hypothesis as a Framework for First Language Attrition

Autor/in	Keijzer, Merel
Titel	The Regression Hypothesis as a Framework for First Language Attrition
Quelle	In: Bilingualism: Language and Cognition, 13 (2010) 1, S. 9-18Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-7289
DOI	10.1017/S1366728909990356
Schlagwörter	Forschungsbericht; Language Skill Attrition; Syntax; Systems Approach; Foreign Countries; Immigrants; Bilingualism; Language Acquisition; Linguistic Theory; Indo European Languages; Morphology (Languages); English (Second Language); Second Language Learning; Interference (Language); Language Usage; Generative Grammar; Canada; Netherlands + Suchen Sie Ihr Suchwort? Sprachverfall; Systemischer Ansatz; Ausland; Immigrant; Immigrantin; Immigranten; Bilingualismus; Sprachaneignung; Spracherwerb; Linguistische Theorie; Indoeuropäisch; Morphology; Morphologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Generative Grammatik; Kanada; Niederlande
Abstract	In an attempt to explain first language attrition in emigrant populations, this paper investigates the explanatory power of a framework that has--until now--received little attention: the regression hypothesis (Jakobson, 1941). This hypothesis predicts that the order of attrition is the reverse of the order of acquisition. The regression hypothesis was tested in relation to the loss of morphology and syntax in Dutch immigrants in Anglophone Canada. Evidence in favor of regression was found, but mainly in the morphological domain. Syntax, on the other hand, was mostly characterized by L2 influences from English. As it is problematic to treat regression as a theory in its own right, these findings are then explained in the light of both generative and usage-based approaches, as well as the more recent Dynamic Systems Theory. (Contains 5 footnotes and 5 tables.) (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10