What Foreign Language Teachers Should Know about Language Attrition

• Authors: Szupica-Pyrzanowska Małgorzata , Malesa Katarzyna
• Languages of publication: EN

Abstracts

EN

The long-term goal of foreign language (FL) learners is to reach communicative competence. The objective of language teachers is to assist and support learners in accomplishing this goal. However, the task may be challenging, especially, when considering foreign language taught in the context of instructed learning. The advent of new technologies, the emergence of learner-centered teaching, and the emphasis on authentic language do not always warrant a desirable outcome. Foreign language learners often reach a plateau and do not progress as expected. Loss of non-native language skills in the L1 environment, e.g. loss of foreign languages learned at school, is a fact. Foreign language learners may be prone to attrition due to insufficient input, low frequency of language use outside the classroom or lack of adequate motivation. Therefore, it is imperative to raise FL teachers’ awareness and draw their attention to the problem of language loss occurring in a formal context. Teachers should not only facilitate language learning but also prevent language forgetting which, if prolonged, may cease development and lead to attrition. By drawing attention to FL attrition, we aspire to bridge the gap between linguistic research and language classroom pedagogy. The aim of the current paper is to identify and discuss some of the instructional, cognitive, and personal factors contributing to foreign language attrition. Practical implications are discussed that could not only improve language teaching, but also influence more efficient, attrition-free curriculum design.

Keywords

EN

foreign language attrition; memory; attention; instructional considerations; FL learner autonomy; FL teachers

• Publisher: Instytut Komunikacji Specjalistycznej i Interkulturowej
• Journal: Applied Linguistics Papers
• Year: 2018
• Issue: 25/2
• Pages: 107-121

Dates

published

2018

Contributors

author

Szupica-Pyrzanowska Małgorzata

• Uniwersytet Warszawski

author

Malesa Katarzyna

• Uniwersytet Warszawski

References

• Carr, T.H./ T. Curran (1994), Cognitive factors in learning about structured sequences: Applications to syntax. In: Studies in Second Language Acquisition 16 (2), 205–230.
• Cohen, A.D. (1974), Culver City Spanish immersion progress: How does summer recess affect Spanish speaking ability? In: Language Learning 24, 55–68.
• Collins, L./ J. White (2012), Closing the Gap: Intensity and Proficiency. In: C. Muñoz (ed.), Intensive Exposure Experiences in Second Language Learning. Clevedon, 45–66.
• Collins, L./ J. White/ P. Trofimovich/ W. Cardoso/ M. Horst (2012), When Comprehensible Input Is Not Comprehensive Input: A Multi-dimensional Analysis of Instructional Input in Intensive English as a Foreign Language. In: C. Muñoz (ed.), Intensive Exposure Experiences in Second Language Learning. Clevedon, 66–88.
• Droździał-Szelest, K. (1997), Language learning strategies in the process of acquiring a foreign language. Poznań.
• Droździał-Szelest, K. (2004), Strategie uczenia się języka obcego: badania a rzeczywistość edukacyjna. In: M. Pawlak (ed.), Autonomia w nauce języka obcego. Poznań/ Kalisz, 31–43.
• Edwards, H.P. (1976), Evaluation of the French immersion program offered by the Ottawa Roman Catholic Separate School Board. In: Canadian Modern Language Review 33, 137–142.
• Hakuta, K. (1974a), Prefabricated patterns and the emergence of structure in second language learning. In: Language Learning 24, 287–29
• Hakuta, K. (1974b), A preliminary report on the development of grammatical morphemes in a Japanese girl learning English as a second language. In: Working Papers in Bilingualism 3, 18–43.
• Holmes, J. (2008), An Introduction to Sociolinguistics. Harlow
• Just, M.A./ P.A. Carpenter (1992), A capacity theory of comprehension: Individual differences in working memory. In: Psychological Review 90(1), 122–149.
• Kahneman, D. (1973), Attention and Effort. Englewood Cliffs, NJ.
• Lamb, S. (1999), Pathways of the Brain: The Neurocognitive Basis of Language. Amsterdam
• Leow, R.P./ M.A. Bowles (2005), Attention and awareness in SLA. In: C. Sanz (ed.), Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice. Washington, DC, 179–203.
• Long, M. (1990), Maturational constrains on language development. In: Studies in Second Language Acquisition 12, 251–285.
• McLaughlin, B. (1984), Second Language Acquisition in Childhood: Vol. 1 Preschool Children (2nd edn). Hillsdale, NJ.
• Moon, J. (2005) Children learning English. Basingstoke.
• Netten, J./ C. Germain (2000), Transdisciplinary Approach and Intensity in Second Language Learning/Teaching. In: Canadian Journal of Applied Linguistics 3(1/2), 107–122.
• O`Malley, J.M./ A.U. Chamot (1990), Learning Strategies in Second Language Acquisition. Cambridge.
• Posner, M.I. (1992), Attention as a cognitive and neural system. In: Current Directions in Psychological Science 1, 11–14.
• Reilly, T. (1988), Maintaining foreign language skills. ERIC Digest: MD.
• Scherer, G. (1957), The forgetting rate in learning German. In: German Quarterly 30, 275–277.
• Schmid, M.S./ T.H. Mehotcheva (2012), Foreign language attrition. In: Dutch Journal of Applied Linguistics 1:1, 102–124.
• Schmitt, N. (2007), Current trends in vocabulary learning and teaching. In: J. Cummins/ C. Davison (eds), The International Handbook of English Language Teaching Vol. 2. Dordrecht.
• Serrano, R. (2012), Is Intensive Learning Effective? Reflecting on the Results from Cognitive Psychology and the Second Language Acquisition Literature. In: C. Muñoz (ed.), Intensive Exposure Experiences in Second Language Learning. Clevedon, 3 –25.
• Shekan, P. (2015), Working Memory and Second Language Performance: A Commentary. In” A. Wen/M. Borges Mota/ A. McNeill. (eds), Working Memory in Second Language Acquisition and Processing. Clevedon, 175–189.
• Seliger, H.W./ R. Vago (eds.) (1991), First language attrition. Cambridge.
• Smythe, P.C./ G.C. Jutras/ J.R. Bramwell/ R.C. Gardner (1973), Second language retention over varying time intervals. In: Modern Language Journal 57, 400–405.
• Stern, H.H. (1976), The Ottawa-Carleton French project: Issues, conclusions, and policy implications. In: Canadian Modern Language Review 33, 216–233.
• Szupica-Pyrzanowska, M. (2016), Language attrition – Implications for second/foreign language acquisition. In: Lingwistyka Stosowana/ Applied Linguistics/ Angewandte Linguistik 16(1), 109–120
• Szupica-Pyrzanowska, M./ K. Malesa (2017), Are they part of the equation? – foreign language teachers versus language attrition. A diagnostic study. In: Theory and Practice of Second Language Acquisition 3/2, 49–68.
• Tomlin, R.S./ V. Villa (1994), Attention in cognitive science and second language acquisition. In: Studies in Second Language Acquisition 16 (2), 183–203.
• Wang, Z. (2014), On-line time pressure manipulations: L2 speaking performance under five type of planning and repetition conditions. In: P. Shekan (ed.), Processing Perspectives on Task Performance. Amsterdam, 27–62.
• Wang, Z./ P. Shekan (2014), Structure, lexis, and time perspective: Influences on task performance. In: P. Shekan (ed.), Processing Perspectives on Task Performance. Amsterdam, 155–186.
• Wickens, C.D. (1980), The structure of attentional resources. In: R.S. Nickerson (ed.), Attention and performance VIII. Mahwah, NJ, 239–257 .
• Wickens, C.D. (1984), Processing resources in attention. In: R. Parasuraman/D. Davies (eds), Varieties of attention. New York, 63–98.
• Wickens, C.D. (1989), Attention and skilled performance. In: D. H. Holding (ed.), Human skills. New York, 71–105.
• Włosowicz, T.M. (2017), English Language Attrition in Teachers: Questions of Language Proficiency, Language Maintenance, and Language Attitudes. In: Theory and Practice of Second Language Acquisition 3 (1), 75–100.
• Wong-Fillmore, L. (1985), Second Language learning in children: A proposed model. In: R. Esch/ J. Provinzano (eds.), Issues in English language development. Rosslyn, VA, 33–42.

Identifiers

ISSN

2544-9354