非英语专业大学生英语读写能力磨蚀实证研究

发布时间：2021-02-03 06:45

　　语言磨蚀,作为语言习得的逆过程,对外语学习产生了重要影响。大多数中国学习者的第一外语是英语,而在学习英语的过程中,学习者们发现,一旦停止正式的英语课堂学习之后,他们的英语水平就会下降。这就是语言磨蚀现象的具体表现。自1980年美国宾夕法尼亚大学首届语言技能磨蚀会议召开,语言磨蚀这一新兴研究领域逐渐被研究者们重视。至今,已有不少国外学者在该领域有所建树,取得了丰硕的成果,然而国内仅有少数学者专注于该领域,还未引起足够的重视。语言磨蚀受到诸多因素影响。本文通过调查非英语专业本科生在结束了正式的英语课堂学习20个月后的语言磨蚀的现象,主要研究学生英语读写水平的磨蚀情况,旨在回答以下问题:（1）非英语专业的大学生在完成正式的英语课堂学习后,他们的英语读写水平是否发生了磨蚀?如果是,阅读能力和写作能力哪个更容易磨蚀?（2）非英语专业大学生磨蚀前的英语读写水平是否影响英语读写能力磨蚀?（3）非英语专业大学生在完成大学英语的课程以后,外语接触量是否会影响英语读写能力磨蚀?（4）非英语专业大学生在完成了大学英语的课程以后,性别是否会影响英语读写能力磨蚀?本文调查了来自湖北省某综合性高校的64名大学四年... 

【文章来源】：武汉科技大学湖北省

【文章页数】：67 页

【学位级别】：硕士

【文章目录】：
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
附录1 攻读硕士学位期间发表的论文



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