Is Second Language Attrition Inevitable After Instruction Ends? An Exploratory Longitudinal Study of Advanced Instructed Second Language Users

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-08-05 DOI:10.1111/lang.12665

Nicole Tracy‐Ventura, Amanda Huensch, Jonah Katz, Rosamond Mitchell

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Abstract

Most second language acquisition (SLA) research has documented the processes involved in learning second/foreign languages, with few studies focusing on the durability of attained second language (L2) skills once instructed learners/users are no longer receiving formal instruction. The current study examines the effects of continued exposure and peak instructional attainment on the long‐term evolution of advanced, instructed L2 learners’ skills following a longitudinal mixed‐methods research design. Participants (n = 28) completed an oral proficiency test, an oral interview, and a vocabulary knowledge test at multiple times over an 8‐year period, 6 years of which were postinstruction. Results showed that continued exposure contributes to long‐term retention (and some further development) of oral proficiency and fluency and that peak attainment at the end of formal instruction is also an important variable for some areas of L2 performance. Additionally, even the participants with limited exposure demonstrated little attrition over time.

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教学结束后第二语言的流失是否不可避免？对高级第二语言使用者的纵向探索性研究

大多数第二语言习得（SLA）研究都记录了学习第二语言/外语的过程，但很少有研究关注被指导的学习者/使用者不再接受正式指导后所获得的第二语言（L2）技能的持久性。本研究采用纵向混合方法研究设计，考察了持续接触和高峰期教学成就对高级受训第二语言学习者技能长期发展的影响。参与者（n = 28）在 8 年时间里多次完成了口语水平测试、口语访谈和词汇知识测试，其中 6 年是教学后的时间。结果表明，持续接触有助于长期保持（和进一步发展）口语熟练程度和流利程度，而在正式教学结束时达到的最高水平也是 L2 某些方面表现的一个重要变量。此外，即使是接触有限的学员，随着时间的推移也几乎没有减损。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.