Chapter 1 Introduction

1.1 Background to the Study

1.1.1 Bilingual Education

1.1.2 Current Status of English Language Learning in China

1.1.3 English Language Programs in China

1.1.4 Models of Mandarin-English Bilingual Education in China

1.2 Statement of the Research Problem

1.3 Purpose of the Study

1.4 Theoretical Framework for This Study

1.5 Objectives of the Study

1.6 Significance of the Study

1.7 Limitations of the Study

1.8 Conclusion

Chapter 2 Literature Review

2.1 Foreign Language and Second Language Learning

2.2 Affective Factors Influencing the Learning of a Foreign Language

2.3 Language Contact

2.4 Language Maintenance

2.5 Language Shift

2.6 Language Attrition

2.6.1 Definition and Taxonomy in Language Attrition

2.6.2 The Relationship between Language Attrition and Language Learning

2.6.3 Language Attrition，Code-switching，and Code-mixing

2.6.4 Hypotheses Related to Language Attrition

2.6.4.1 Initial Proficiency

2.6.4.2 The Threshold Hypothesis

2.6.4.3 Retrieval Failure Hypothesis

2.6.4.4 The Savings Paradigm Hypothesis

2.6.4.5 The Relearning Hypothesis

2.6.4.6 The Regression Hypothesis

2.6.5 Gender as a Factor Influencing Language Attrition

2.6.5.1 Gender Differences in Motivation

2.6.5.2 Gender Difierences in Language-based Abilities

2.6.5.3 Gender Differences in Language Attrition

2.6.6 Other Social Factors Affecting Attrition

2.6.7 Attrition of Sub-skills

2.6.7.1 Attrition of Listening and Reading Skills

2.6.7.2 Attrition of Writing Skills

2.6.7.3 Attrition of Vocabulary

2.6.8 Previous Studies on Language Attrition over Holidays

2.6.8.1 Rate of Attrition

2.6.8.2 Age as a Factor Influencing Language Attrition

2.7 Conclusion

Chapter 3 Methodology

3.1 Procedure of the Study

3.1.1 Instruments

3.1.1.1 Tests

3.1.1.2 Questionnaire

3.1.2 Sample

3.1.3 Methods of Analysis

3.1.3.1 Computer-aided Analysis

3.1.3.2 Analysis on Linguistic Representation of Vocabulary Attrition

3.2 Conclusion

Chapter 4 Results and Discussion

4.1 Results and Discussion

4.1.1 Research Question 1:Do English language skills attrite after a two-month holiday in terms of speaking，vocabulary，short conversation and passage listening,speed reading and in-depth reading，and writing?

4.1.1.1 Self-assessment of Overall English Proficiency

4.1.1.2 Speaking

4.1.1.3 Vocabulary

4.1.1.4 Short Conversation and Passage Listening

4.1.1.5 Speed Reading and In-depth Reading

4.1.1.6 Writing

4.1.2 Research Question 2:Are there gender differences in English language attrition after a two-month holiday?

4.1.2.1 Gender Differences of Attrition in Listening and Reading Skills

4.1.2.2 Gender Differences of Attrition in Writing Skills

4.1.3 Research Question 3:Are there any differences in both frequencies of social activities and levels of motivation in relation to English use before and during the holiday?

4.1.3.1 Motivation

4.1.3.2 Social Activities

4.2 Conclusion

Chapter 5 Conclusion

5.1 Overview

5.2 Suggestions for Further Research

5.3 Concluding Remarks

References

Appendices

Biodata of the Author

List of Tables

Table 1 Taxonomy of Language Attrition

Table 2 An Overview of Methodology

Table 3 Scoring Sheet for Scoring Students'Writing Performance

Table 4 Vocabulary Knowledge Scale

Table 5 Vocabulary Knowledge Scale Used in This Study

Table 6 Number of Participants for Each Instrument

Table 7 Questions on Self-assessment of English Proficiency

Table 8 Comparison of Self-assessment of Overall English Proficiency before and after the Holidav

Table 9 Comparison of Self-assessment of Speaking Proficiency before and after the Holiday

Table 10 Nonparametric Two-related-samples Tests of Vocabulary Knowledge Attrition

Table 11 Phonological Representation of the Attrited Vocabularies

Table 12 Morphological Representation of the Attrited Vocabularies

Table 13 Semantic Representation of the Attrited Vocabularies

Table 14 Comparison between Pre and Post Listening Test Scores(N=340)

Table 15 Comparison between Pre and Post Reading Test Scores(N=340)

Table 16 Test of Normality

Table 17 Attrition in Writing Skills

Table 18 Report of the Validity of Writing Judgments

Table 19 Gender Differences of Attrition in Listening and Reading Skills

Table 20 Gender Differences of Attrition in Writing Skills

Table 21 Questions on Motivation and Social Activities

Table 22 Comparison of Motivation Levels before and during the Holiday

Table 23 Comparison of Social Activities before and during the Holiday

Table 24 An Overview of Statistically Significant Results

List of Figures

Figure 1 Forgetting Curve

Figure 2 Timeline of the Administration of the Tests in the Study

Figure 3 The Process of the Study of Vocabulary Knowledge Attrition

Figure 4 The Process of the Study of Linguistic Representation of Vocabulary Attrition