版元ドットコム

紹介

海外で習得した第2言語の能力は、帰国後どう変化していくのか？　保持・喪失現象メカニズムを、語彙力・流暢さ・正確さ・複雑さ、また書く力・話す力の側面から縦断的・横断的に調査・分析した先駆的研究。帰国生徒が抱える困難にも解決の糸口を提示する。（英文）

目次

　Preface and acknowledgements
　List of Figures, Tabes, and Appendix

CHAPTER 1: INTRODUCTION
　1.1 Rationale
　1.2 Definition
　1.3 Typology of language attrition
　1.4 History of attrition studies

CHAPTER 2: LITERATURE REVIEW
　2.1 Introduction
　2.2 Literature review
　2.3 Critical literature review
　2.4 heoretical framework
　2.5 Predictor variables
　2.6 Research questions and possible predictions

CHAPTER 3: PILOT STUDY
　3.1 Experiment 1 (L2 writing sills)
　3.2 Experiment 2 (L2 oral skills)
　3.3 Experiment 3 (L1 & L2 lexicon)
　3.4 General discussion

CHAPTER 4: METHODOLOGY
　4.1 Research design
　4.2 Materials
　4.3 Tools
　4.4 Summary of methodology

CHAPTER 5: THE STUDY
　5.1 Subjects
　5.2 Receptive lexicon (Experiment 1)
　5.3 Spontaneous writing task (Experiment 2)
　5.4 Spontaneous speaking task (Experiment 3)

CHAPTER 6: DISCUSSION
　6.1 Research question 1
　6.2 Research question 2

CHAPTER 7: CONCLUSION
　7.1 Summary of the findings
　7.2 Significance of the study
　7.3 Limitations
　7.4 Implications
　7.5 Future scope

　References
　Appendix

前書きなど

Preface and acknowledgements

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Chapter 1 begins with the rationale for the present study and provides with the reader a brief background to the discipline of language attrition. Chapter 2 aims to critically review the literature in detail and to highlight the probems inherent to indeterminate research findings from theoretical and methodological perspectives. Towards the end of the chapter are proposed possible predictor variables, research questions, and possible predictions. Chapter 3 presents a pilot study whic focuses specifically on investigating the course of L2 retention or attrition in L2 skills (writing, speaking, and vocabulary) according to incubation. This is undertaken on the premise that acquirers of high L2 proficiency will not suffer from attritionas a function of incubation. Chapter 4 outlines the research design, materials, and analytical tools that will be used in the main study. In Chapter 5 an attempt is made to find the answers to two research questions through three experiments. Receptive sklls are investigated in Experiment 1, where I re-analyzed the data on the receptive lexicon obtained in the pilot study to examine educational factors. The other two experiments concern productive skills, the data of which were collected under time pressue — storywriting in Experiment 2 and storytelling in Experiment 3.
Chapter 6 is organized in such a way as to synthesize all the data from the three experiments in Chapter 5 and to answer the research questions formulated in Chapter 2. The two researchquestions are (1) the educational effects of receiving the first four years of elementary school in L2 on the subsequent language retention and attrition, and (2) the linguistic nature of L2 retention and attrition of Japanese high school returnees in ters of both micro levels (lexicon and morphosyntax) and macro or global skills (fluency, accuracy, and complexity). The results are suggestive of the crucial role played by educational experience in retaining L2 once intensive use and exposure has been discntinued. L2 attrition proves not to proceed as a function of incubation, largely due to the interplay of initial high L2 proficiency, high motivation to retain the L2, and an educational environment favorable to maintaining English. In terms of the receptve lexicon, qualitative change is observed in the use of a higher level of words as incubation lengthened. Syntax proves to be highly robust to loss, as are content morphemes, followed by system morphemes. This is interpreted as support for the inverse reation hypothesis as well as the tool sensitivity of Myers-Scotton's (2002) 4-M model to detect attrition. Counting fillers serves well as a dysfluency predictor in speech. The change of pause distribution patterns emerges as a prospective indicator of laguage shift, both positive and negative. The non-EDU group reveals global skill deterioration in the fifth incubation year experiencing a progressively incremental accumulation of sub-skill decay in the preceding years. These findings are briefly summarizd in Chapter 7 where the study's significance, shortcomings, and pedagogical implications are also pointed out along with the future scope of attrition studies.

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著者プロフィール

Hideyuki, Taura（タウラ　ヒデユキ）

Hideyuki Taura received an MA and Ph.D. in Applied Linguistics at Macquarie University, Sydney. With 17 years high school teaching experience in EFL, he moved on to become Professor in AppliedLinguistics at Osaka Prefecture University, Japan. His research topic inclued Bilingualism, lamguge acquisition and attrition, SLA, ELT, and cognitive linguistics.