Variables in Second Language Attrition: Advancing the State of the Art

Autor/inn/en	Bardovi-Harlig, Kathleen; Stringer, David
Titel	Variables in Second Language Attrition: Advancing the State of the Art
Quelle	In: Studies in Second Language Acquisition, 32 (2010) 1, S.1-45 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263109990246
Schlagwörter	Language Skill Attrition; Second Language Learning; Longitudinal Studies; Models; Language Maintenance; Language Research; Evaluation Methods; Hypnosis; Questionnaires; Measures (Individuals); Linguistic Input; Language Usage + Suchen Sie Ihr Suchwort? Sprachverfall; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Sprachpflege; Sprachforschung; Hypnose; Fragebogen; Messdaten; Sprachbildung; Sprachgebrauch
Abstract	This article provides a comprehensive synthesis of research on language attrition to date, with a view to establishing a theoretically sound basis for future research in the domain of second language (L2) attrition. We identify the variables that must be tracked in populations who experience language loss, and we develop a general model for the assessment of the processes involved. This critical review suggests that future research in this domain should establish baselines for attainment against which to measure attrition, and that learners must be compared to themselves in longitudinal designs that involve periodic assessment of both linguistic and extralinguistic factors. In the proposed model, populations are defined as sets of variables, which are subject to change following shifts in discrete time periods in the general process of acquisition and attrition. A working model is elaborated for the assessment of L2 attrition and retention, which, we hope, might encourage additional work in this area. (Contains 4 notes, 1 table, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10