本书共分5个章节，主要旨在探明参与者在经过了两个月的暑假后在英语口语技能、快速阅读和深度阅读理解、短对话和段落听力理解以及写作技能方面有没有磨蚀。另外，该研究还试图探明词汇知识及其语言表征的磨蚀。该书可供各大专院校作为教材使用，也可供从事相关工作的人员作为参考用书使用。

该研究旨在探明参与者在经过了两个月的暑假后在英语口语技能、快速阅读和深度阅读理解、短对话和段落听力理解以及写作技能方面有没有磨蚀。另外，该研究还试图探明词汇知识及其语言表征的磨蚀。考虑到研究的可行性和有效性，参与各个项目研究的人数有所差别，研究者随机选择了340人参与了暑假前后的阅读和听力技能测试，50人参与了写作技能测试，121人参与了词汇测试。

340名大学生完成了同一份问卷调查表。该问卷调查表包括诸如口语能力的自我评估、动力和社会活动这样的与语言磨蚀相关的多种变量。经过测试和问卷调查收集而来的数据都通过SPSS软件中的参数和非参数程序进行分析。克龙巴赫α系数和MFRM被用来测量效度。

测试结果表明参与者的短对话听力水平两个月的假期后有了显著(p＜0.05)的提升。然而，段落听力技能并无统计学上的显著变化。另外，在两种阅读方式上都没有发现统计学上的显著变化，尽管在快速阅读理解上有稍微的提升而在深度阅读上有稍微的下降。在快速阅读和深度阅读理解技能上、短对话和段落听力理解技能上均没有发现显著的性别上的差异。研究结果同时也表明，参与者经过暑假后，不仅仅在总体的写作技能方面而且在具体的譬如切题性、连贯性、清楚性以及语法写作技能方面，都表现出显著的磨蚀。除语法以外，女性在具体的写作技能方面的磨蚀程度都显著超过了男性。词汇知识也体现了显著的磨蚀。

问卷调查的结果表明：参与者认为，暑假后，他们的整体英语技能(包括口语技能)都经历了磨蚀，尽管事实上听力和阅读测试结果并未显示统计学意义上的显著磨蚀。参与者在暑假期间表现出了明显负面的英语学习动力以及更少的与英语学习相关的社会活动，这可能导致了一些英语语言技能的磨蚀。

研究结果表明，英语语言磨蚀不是整体性的而是选择性的。因此，不同的英语语言技能的阈值可能也是不同的。英语教学机构应该采取不同的措施来应对磨蚀问题，将英语语言磨蚀程度降到最低。较低程度的语言磨蚀能使语言习得者保持更高的语言技能，从而为快速发展的经济作贡献。更多的具有娴熟英语技能的毕业生将有助于实现经济目标，使他们能够在国内和国际更具有竞争力。

Acknowledgements

Abstract

中文摘要

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 Differences 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 72

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