河南理工大学万方科技学院土木工程英语毕业设计解析

河南理工大学万方科技学院2013届本科毕业论文AttritionofEFLLearnersinContext汉语环境英学习磨究论作者：

倪老子所在院

系：_人文与会学系_所

学业

英语导师姓名称：

李爱琴论文完成间：2013月万方科技院本科毕业论文AttritionofEFLLearnersinChineseContextBaiYanyanJune2013in

万方科技院本科毕业论文...........................................................................................................................iAbstractinChinese..........................................................................................................................iiⅠIntroduction

.................................................................................................................................1ⅡLanguageAttrition

of

......................................................................................2TheoreticalofLanguage

.............................................................InverseHy

CriticalHy

..............................................................................ResearchLanguage

........................................................................32.3.1ResearchAbroad

3HomeⅢLanguageAttrition

5ⅣFacAffectingLearnersAttritioninChineseContext

EnglishLevelisAchieveAnti-attrition“criticalthreshold

.........................................................................................................................................InsufficientlowingEnglisheducationofstudentsleadsmorerapidattrition

...............................................................................................................................................6Students'progresssoistenceandattrition

EnglishAcquisitionto

........................................................ⅤPreventForeignLanguageAttrition

8Teaching

...................................................................................................................ReformingMode

LonglifeEnglish

95.1.3ImprovingEFLLearnersEnvironment

Learning

10CultivatingPositive

..............................................................................ImprovingStudyManner

.....................................................................................CulturalAccomplishment

Ⅵ

万方科技院本科生毕业论文AbstractinLanguageattritionwasasaatonAttritionofLanguageSkillstheUniversityofPennsylvania1980.Thestudyprovidesperspectiveinawidespectrumoflanguages;theseresearchesaremainlytakenAmericanHowever,comparedwithitsabroad,languagelittleChina.Tillnow,fewdomesticscholarsthelanguageof(EnglishasLanguage)learnersincontext.InChina,phenomenonofhighconsumingandefficiencyEnglishteachinghasanChinesehoweffectivelyEnglishandhowtowillyieldlanguageresearchers,students.ThispapermainlyEFLlanguageattritionintime,motivations,languagetype,acquisitionwayEnglishlevelbeforeattrition.Finally,statessomemaintenance.HavingadeepknowledgeofthegeneralruleattritiontheefficiencyEnglishlearning.words:

languageattrition;EFLChinesecontext17万方科技院本科生毕业论文AbstractinChinese在年夕尼大召开的“语言能蚀会”，言蚀确立为项语言究领域语言磨蚀作为语言习得的逆程为语言习得研究提供一新视角目前关于语言磨蚀的研究大多是欧洲和美国的语言学者进行外如如研究比国此研究有寥篇到现在，对英习者外语蚀研究对少在我国耗低率英语习得现象是语长期来不争的事在缺乏英语输入的汉语环境下如何有效地习得语并保持习的英语力会对国的英语教学生影响及启示。文要总结影英语学习语磨蚀的六方面分为间，机环境语言型习得方和蚀前语平将何保英水提出相建议对言磨蚀律深入了解可提高英习效率。键词：

语言磨蚀；语学习者；汉语言环境万方科技院本科生毕业论文ⅠIntroductionJustpowerfulacquisitionability,thepowerfulforgettingandattritionisconcomitantproductandiscloselyrelatedlanguagecauseasadepressingandfrustratingforthediligentwhoalreadyachievedarelativelevelofforeignproficiencythatafteraoftimeofdiscontinueduseofoneaspectsofproficiencyhaveattrited.Therefore,itisofsignificanceofstudyinglanguageattritionhelpassistlearnerstheiracquisitedlanguageoflanguageresearchersuntilthetitledLosslanguheldatthePennsylvaniainAfterconference,newacademicresearch,attrition,isformedintonewdisciplineandbroadlyfocuses.Inthetwentyyears,manyscholarsinNorthAsia,andEuropedidresearches,asWeltensetHansen;Tomityama;Myers;Hedgecockandontopic..ComparedwithheatedresearcheslanguageresearchersChinathistopicinyears,asZhongCaiHansong,ZhouRong(2004),NiChuanbin(2008),therelackslanguageattritioninChinesecontext.languageattritionoflearnersinChineseisofgreatsignificance.China,longandanunarguablefact.solutionstolanguageattritioninorderimproveEnglishBasedsituation,thisanalyzesanddifferentoftypesofattrition,andexpoundsfactorsaffectingEFLlearner’languageattritioncontext.end,thisarticlesummarizessomesuggestionsEnglishlearning.17万方科技院本科生毕业论文ⅡLanguageAttritionDefinitionofAttritionthefieldofappliedlinguistics,term“”iswidelyandendowedalinguisticmeaning.Languageattritionwasformallyacknowledgedabranchoflanguagethein1980.AccordingLambertand’definition(1982:67):maytoofportionofbyindividualaspeechcommunity.Ittouseofmotherskillsthoseinbilingualorethnicminoritiescontactsituationswhereoneforpoliticalsocialreasons,comesreplaceanother.attritionreferstoofskillsimpairedpatientstotheofofusagebytheelderly.Likewise,languageattritiondeathentirelanguage.ThereanotherinwhichlanguageskillattritionhaslessislossofbyhavestudiedthensecondlanguagedefinitionofattritionItisattrition2.2TheoreticalorkLanguageAttritionrecordonlanguagecantracedbacktheExodus.EarlyexplorationfrompsychologistEbbinghausresearchonlearningforgetting.Butsystematicoflanguageattritionresearchersuntilinearlystudies,accordingtheresearchersdifferentaspectsonthephenomenonlanguageandofdefiningloss,oftermssuchasloss,andattrition;change,shift,inforgetting,erosion,deterioration,andinpsycholinguisticattritiontheorizedformdepending17万方科技院本科生毕业论文whethertheemphasisisgivenindividualfactors,sociallinguisticHowever,studiesfocusedandlinguisticaspects.ThesomelanguageattritionInverseHypothesisTheinversethatdegreeofattainment,lowerthedegreeofattrition.as(1932:132-146)thatlanguageattritiononeoftheobviousfactorsthataffectlanguageattrition.AndafteranalysisthewhoGermanasthelanguage,Godsall-MyersthatofattritionofGermanandtheGermanproficiencypresentedcorrelation.Neisser32-35)explainedthisfromtheofpsychologythatcomplexlanguageknowledgehadformedinthehighlearners’brain.CriticalThresholdHypothesisInNeisserproposedthe‘criticalIfEFL’proficiencyreachedthistheirimmunetoloss.Clark&Jorden(1984:58)pointedthattherecriticalpointinlanguageattritionandbutwhichlargeofthematerialisretained.PresentResearchLanguageAttritionLambertisthefirstoneoflanguageComparedtheamountofacquisition,ofstudiesonlanguageattritionisfarinsufficient.In1982,theimportantworksLossLanguSkillseditedbyFreedandLamber,markedthebeginningofBeingandambitiousoflanguageresearch,attritionpopularityresearches.2.3.1ResearchAbroadInforeigncountries,theofattritionasfieldwasattheConferenceonAttritionofage17万方科技院本科生毕业论文convenedbyatuniversityPennsylvaniainMorethanfewsinceasystematiclanguageattritionstarted.then,theonlanguageispopularmanycountries.researchfirstlanguageattrition,focusingontheproblemofimmigrants’motherattritionordialectloss,forinstance,Altenberg,SeligerandThemainlyconcentratingonthebetweensecondacquisitionandbetweenattritionandinput.Thealsosyntaxandfluency.TheoneEnglishwasKennedyin1932.Heafollow-upsurveywhotookasalanguage.onlyscholarasasecondlanguagewasEdwards.thefourskillsrespectivelyin1976andin19ResearchatHomeComparedwithpopularityabroad,languageattritionlittleattentionChina.ismainlythefollowingaspects:theofliterature,thetheoreticalframework,andinfluentialfactorsofattrition,theimplicationofattritiontoEFLteachingandinChina.thebasisofstudies,InForeignLanguNiChuanbin(2007)essentialoflanguageattritionfromeightaspects.CaiandZhouRongcommenthistory,theandtheoriesoflanguageattrition.Theypointlanguageattritionhasgreatsignificancetoincontext.InForgettingandRetentionSecondLanguage,Chuntian(2009)statesfactors,externalanddynamichavegreatonforgettingandofJindiscussesnecessityoflanguageattritionformalHeitisnecessarytoanexperimentresearchlanguageattritioninthepositionofEnglishoursystem.hongShunengdiscussessomestrategiesforeignlanguagelearning.Heconsiderstheremanyofacceleratingattrition.TheseresearchersmakegreattoThesignificanceandofattritiondiscussedintheory.Theyhelpand17万方科技院本科生毕业论文majorityoflanguagetheassoonAttheempiricalstudyonattritionneedsoutinintohigh-levelHowever,anempiricalonforeignattritioninChinaofteaching,strengtheningthestudyofisstillajob.17万方科技院本科生毕业论文ⅢDifferentTypesLanguageAttritiondifferentperspectives,attritionintoseveralcategories,butisconsistentprinciple.Totallytherethreewayslanguageattrition.First,languagelanguageattritionclassifiedfirstlanguageattritionsecondattrition.Second,fromaspect,therearetwoseparationsoflanguageattrition.Onefromattritiondivisioninthatisnaturalattrition.ThecausedbybraininjuryAtVanElslanguageintofourparts,knownas“”8).There(1)Isittheforeignlanguageattrition?(2)Doesattritionintheforeignlanguage?followingoffromLanguageL1L2L1pepe3L2Type2Ty:toattritiontongueenvironment.Forexample,thewhohaveanddialectdialectgroups.languageattritionforeignlanguageenvironment.TakeimmigrantsforexWhenincountrytheirnativelanguageskillswillloseintheirnewenvironment.isforeignattritioninEFLforEnglishmaydeclinetraining.refersforeignlanguageinforeignsetting.exwithoutreverttotongue.Amongalltheclassifiedabove,“Vanonomy17万方科技院本科生毕业论文widelyused,andthetyin,forunderstandinglanguageattritionleadsawaylanguageresearcherstoprobeessentialoftherefore,ylanguageaforeign17万方科技院本科生毕业论文EFLLearners’AttritioninContextfromtheattritionsfactorsMostEFLincontexeasilyforeignlanguageattrition.LanguageattritioncomplicatedprocesswhichisinfluencedbyseveralNowIwillsistheEFL’attritionincontextfromaspectswhichlanguageattrition.Englishlevelisdifficulttoanti-attrition"criticalthreshold"theattritionoflevelisonemainattrition.Inthisregard,foreignproposedconceptofcriticalthreshold[7],itisdividinglineoflanguagetheLearners'reachescriticalthreshold,theabilityisstableandnotlanguageattrition.Thatis,ifleveltoalevelattrition,willslowwill.underexistingexsymostEFLlearnershaveinstrumentalmotivationstrivefortheexorcertificates.stoplearningtheycompleteandtheEnglishproficiencystartstheoflongperiodofstudyunsatisfiedbecauselanguageobviousaftertheofformalinstruction.Englishproficiencyisdifficultachieveanti-attritioncriticalvalueisonthes(byAmericanCouncilontheof)cellentlevel].theendofEnglishcourseforjuniorsand’languageattritioneffectwillgraduallyappear.WaituntilThemajority’practicallanguageabilityis.17万方科技院本科生毕业论文4.2Englisheducationofstudents’leadstomoreattritionItthatafteroftheEnglishlearnerssystemiceducation,ifinanEnglish-speakingenvironment,thereductionthestopEnglishtothinktheyenteredtheattritionstage.Amongcollegesanduniversities,aftertwo-yearEnglishlearning,inadditiontofewspecializedcoursesandtheothersbasicallygiveupcollegelearning.ZhongxiangwhocomesfromZhejiangWanliUniversityhadarandomseniorstudentsfromundergraduateZhejiang,46.1%ofthesestudentstheirEnglishlanguagelearningtime1perofstudentshours.whotoofEnglishbebecauseofspecializedEnglishcoursesandbilingualisitofcourse.Inofeducation,ofmandatoryenrollmentrequirements,timewiththeofstudents'isadeclineintheirlanguageattritionwillgraduallyStudents'EnglishisslowistenceoflearningandattritionLanguageattritionoccursnotonlytheofoflanguageteaching,inofWhenfrequencyandintensitylearningisinsufficient,itwilllanguageattrition[20].and

’

isbasicallyarrangedtocompletedwithintwoyears.Thiscurriculumislongtime(Year2),lowfrequency4hours)afterendnativeandneedleast2-3daywilltheythenewThislongintervalincreasesriskattritionoflanguage,studentswillcatchinlearnforget,"vicious17万方科技院本科生毕业论文cycle.SomeevenaftertwoearslearnEnglish,Englishseenimprovement,backwards.Ultimatelytheslowfortwosomewillalsosofarineffective.StudentsEnglishisitionispronetoattritiontorelationbetweenacquisitionandlanguageattrition,believesthatTeachingandDirectTeachingMaterlikelyattritedincomparisonTeachingMaster[17].Moreover,shealsopointedtheclassroomtoreceptiveskills(listeningandreading)moreandtearskills(theabilitytosayandwrite)trainedteachinginre-heardlighttoreadwrite"communicativeteachingcontexordertostudents'skillsascenter,carryanumberofself-learning,activities.Thisapproachoriginalgood,timeeffectisnotobviousandspeakingskillstraining,toliteracyeffectivelystrengthened,isconducivetopreventtheoflanguageThetrulyacquisitionclassroomreadandwrite,extracurricularcandevelopment.Intothereareotherfactorssuchtime,way,languagetypeonEFL'attrition.Therefore,shouldallthesesearchsomeeffectivetolanguageattrition.17万方科技院本科生毕业论文ⅤStrategiestoPreventForeignAttriontoinitiatehasaconcernofresearchersalongtime.twoproblems-toteach“tolearnconsiderablebodyresearchesoutinofEnglishteachingsuggestions.5.1English5.1.1ReformingEFLTeachingModedomesticandeducationalpayclosetoareandofmoderneducationsgoalcultivatinglearningteachingtraditionalclassroomteachingmethodChinaforlongtraditionalteachingmodegoesagainstmobilizinganddevelopingstudentsautonomousItisalsoforcomprehensivemodebeflearningandstudyshouldreflecttheprincipleof,enjoymentandculturefullymobilizestudentssubjectiveinitiativeanddevelopstudentspracticalsametime,EnglisharrangethecontentsbegivenapplicationabilityTeachersprofessionalteachingconstantly,sothatlearnerswilltrulyfeel5.1.2LonglifeEnglishEducationformaltrainingapreliminaryjoboflifelongEnglishThenexttaskis,whichmoredifficultandmorecomplex(NiLiuZhi,2008).ForEFLintheirknowledgeofarereceivefromEnglishbooksandlectures.thisdisappears,itinevitablestudentslanguagelevelwilldecline.Asaresult,twolevelspushedimplementationofforeigneducation.Onepolicyoffollow-upstudyshouldbeTheotheronelearnersshouldestablishconceptoflifelongandEnglishtimelyanddifferent17万方科技院本科生毕业论文stages.ImprovingEFLEnglishfrequentlyavoidforeignlanguagecausedenvironmentalfactors.ofEnglishandopportunitypractice,arequicklyattritedTherefore,learningtoisantopreventforeignlanguageattrition.Firstly,someEnglishshouldAofnetwork,Englishcanoutastoimprovestudents’comprehensiveabilitiesincludinglistening,speaking,readingandwriting.econdly,EnglishlearningenvironmentforLanguagecanforeignattrition.So,EnglishtoreduceofmotherPartialorfulluseEnglishcreatefavorableenvironment.hirdly,teachersshouldandencouragenewspapersandmagazines,movies,tomusicontolearningability.5.2EnglishLearning5.2.1PositiveEmotionimportantpartcanoflanguagelearning,stimulusandmotivationinlearninglanguageattrition.ForofEFLiftheirintonationbad,theywillnegativeBeingafraidofwrongly,reluctantThiswillaffecttheirlearningwhileEnglish.Accordingtothethatitdifficultouttheofall,onorallanguageinsteadoflearningthecomplexrulesofway,itcancultivatestudents’learninginshouldbediligent,confident,optimisticandvigoroustheycangraduallyofandself-esteem.learnersovercomebarriersandreduceanxiety.factorsbewonderfully.17万方科技院本科生毕业论文5.2.2StudyMannerAccording“Critical,lotofinputcanstrengthenforeignlanguagelevel.OnceEFLlearnersthe“threshold,theycanminimizeTherefore,teachersstudentswithlotofEnglishinputwithlevelandthemlearntoEFLlearnersthecorrectattitudeforEnglishstudyanddeveloplearningEnglish.cangrasprulesofEnglishtoimproveEnglishOnlyEnglishacertainextent,immuneforeignlanguageattrition.5.2.3ReinforcingCulturalAccomplishmenthasphenomenonforeignmakesgrammarculturealongtimeInstudentsofgrammar,andlittleattentionoflanguage.LanguageaparttheIflearnersdounderstandthecultureofcountries,cannotreallylearnwell.EFLcanonlylearnculture,customandhistoricalofEnglish-speakingalsolearnandlanguagepatterns.Atthesametime,teachersstudentstodifferencesChineseandEnglishinclass.ComparingEnglishwithChinesestudentslearnEnglishwell.17万方科技院本科生毕业论文ⅥConcluAsofacquisition,languageattritionhasitsownsignificance.Languageattritionandlanguageacquisitionaretwoofonecoin,aresuperficiallycontradictorybuteachother.ThisthesisandanalysisEFL’attritionChinesefacto