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Chapter One Introduction1

1.1 Research Background1

1.2 Statement of the Problems2

1.3 Purposes of the Research3

1.4 Organization of This Book4

Chapter Two Literature Review6

2.1 Language Attrition Revealed through Intuition and Observation6

2.2 Definition of Language Attrition8

2.3 A Diachronic Review of Language Attrition Studies13

2.3.1 The First Period(1980-1988)13

2.3.2 The Second Period(1989-1999)16

2.3.3 The Third Period(2000-2010)17

2.4 The Nature of Language Attrition23

2.4.1 Proficiency23

2.4.2 Skills25

2.4.3 Rate of Attrition26

2.4.4 Order of Attrition28

2.5 Factors Affecting Language Attrition30

2.5.1 Contact30

2.5.2 Teaching Methods32

2.5.3 Age33

2.5.4 Attitudes and Motivations34

2.5.5 Literacy37

2.5.6 Cultural Contexts38

2.5.7 Linguistic Interference40

2.6 Language Attrition Study in China43

2.7 Concluding Remarks43

Chapter Three Methodology46

3.1 Research Questions46

3.2 Design of the Research48

3.2.1 Justifications for the Use of the Cross-Sectional Research Method49

3.2.2 Skills to Be Tested51

3.3 Instrument One:A Diagnostic English Test52

3.3.1 Proficiency Levels to Be Tested53

3.3.2 Composition of the Test54

3.4 Instrument Two:An Attitude and Motivation Questionnaire59

3.5 Validating of the Test61

3.6 Pilot Study63

3.7 Sampling66

3.7.1 English Major Undergraduates68

3.7.2 English Major Graduates69

3.8 Procedures for Administration71

3.9 Re-evaluation of the Test and the Questionnaire73

3.9.1 Re-evaluation of the Test73

3.9.2 Re-evaluation of the Questionnaire90

Chapter Four Results and Findings102

4.1 Profile of English Attrition102

4.1.1 Actuality of Attrition102

4.1.2 Degree of Attrition106

4.1.3 Pattern of Attrition108

4.2 Attrition of Different Language Skills109

4.2.1 Actuality of Attrition of Different Skills109

4.2.2 Degree of Attrition of Different Skills112

4.2.3 Attrition Patterns of Different Skills115

4.3 Order of Attrition117

4.3.1 At the Level of Subtests117

4.3.2 At the Level of Items with the Same Difficulty Level122

4.4 Attrition and Language Attitudes/Motivations125

4.4.1 Correlation between Total Test Score and Total Questionnaire Score126

4.4.2 Correlation between Total Test Score and Score of Component Parts and Component Sections of Part Ⅱ in the Questionnaire128

4.4.3 Correlation between Total Test Score and Score of Each Item of the Questionnaire140

4.4.4 Correlation between Subtest Score and Total Questionnaire Score147

Chapter Five Discussion155

5.1 Actuality of English Attrition155

5.1.1 Attrition of General Language Skills156

5.1.2 Attrition of Different Language Skills158

5.2 Degree of Attrition159

5.2.1 Attrition of General Language Skills159

5.2.2 Attrition of Different Language Skills160

5.3 Patterns of English Attrition161

5.3.1 Order of English Attrition162

5.3.2 Patterns of Specific Language Skill Attrition162

5.4 Relationship between Language Attitudes and Language Attrition163

Chapter Six Conclusion166

6.1 Summary of Major Findings166

6.2 Implications167

6.2.1 Implications for Graduates167

6.2.2 Implications for Educational Institutions168

6.3 Contributions of This Study168

6.4 Limitations of This Study and Suggestions for Future Research169

Appendices172

Appendix 1172

Appendix 2189

Appendix 3190

Appendix 4194

Appendix 5198

Appendix 6199

Appendix 7202

Appendix 8203

Appendix 9204

Appendix 10206

References208

Acknowledgements260

List of Figures11

Figure 1 Types of language attrition11

Figure 2 Average facility value of items in terms of difficulty groups66

Figure 3 Facility values of items in dictation subtest76

Figure 4 Discrimination indices of items in dictation subtest77

Figure 5 Facility values of very easy items in vocabulary subtest78

Figure 6 Discrimination indices of very easy items in vocabulary subtest79

Figure 7 Facility values of easy items in vocabulary subtest79

Figure 8 Discrimination indices of easy items in vocabulary subtest80

Figure 9 Facility values of difficult items in vocabulary subtest80

Figure 10 Discrimination indices of difficult items in vocabulary subtest81

Figure 11 Facility values of very difficult items in vocabulary subtest82

Figure 12 Discrimination indices of very difficult items in vocabulary subtest82

Figure 13 Facility values of very easy items in reading comprehension subtest83

Figure 14 Discrimination indices of very easy items in reading comprehension subtest84

Figure 15 Facility values of easy items in reading comprehension subtest85

Figure 16 Discrimination indices of easy items in reading comprehension subtest85

Figure 17 Facility values of difficult items in reading comprehension subtest86

Figure 18 Discrimination indices of difficult items in reading comprehension subtest86

Figure 19 Facility values of very difficult items in reading comprehension subtest87

Figure 20 Discrimination indices of very difficult items in reading comprehension subtest87

Figure 21 Average facility values of item groups with different levels of difficulty in vocabulary and reading comprehension subtests89

Figure 22 Average discrimination indices of item groups with different difficulty levels in vocabulary and reading comprehension subtests89

Figure 23 Mean scores of Groups C,D and E103

Figure 24 Mean scores of Groups C,D and E(？±s)104

Figure 25 Mean scores of Groups C,D and E(？±2s)105

Figure 26 Mean scores of total scores of the five groups107

Figure 27 Mean scores of total scores of Groups C,D and E108

Figure 28 Mean scores of dictation subtest of the five groups112

Figure 29 Mean scores of vocabulary subtest of the five groups(1)113

Figure 30 Mean scores of vocabulary subtest of the five groups(2)114

Figure 31 Mean scores of reading comprehension subtest of the five groups115

Figure 32 Mean scores of subtests of Groups C,D and E115

Figure 33 Mean scores of subtests of Groups C,D and E116

Figure 34 Mean scores of items with different levels of difficulty in vocabulary and reading comprehension subtests119

Figure 35 Mean scores of very easy items in vocabulary and reading comprehension subtests123

Figure 36 Mean scores of easy items in vocabulary and reading comprehension subtests124

Figure 37 Mean scores of difficult items in vocabulary and reading comprehension subtests124

Figure 38 Mean scores of most difficult items in vocabulary and reading comprehension subtests125

List of Tables48

Table 1 Four Periods of the Research48

Table 2 Range of Difficulty of Vocabulary and Reading Comprehension Subtests54

Table 3 Five Groups of Participants67

Table 4 Diversity of Educational Backgrounds of Participants in Groups A,B and C69

Table 5 Diversity of Working Backgrounds of Participants in Groups D and E70

Table 6 Diversity of Participants'Educational Backgrounds in Groups D and E71

Table 7 Criteria for Evaluation of Items:Facility Value and Discrimination Index74

Table 8 Criteria for Evaluation of a Test:Average Facility Value and Discrimination Index74

Table 9 Criteria for Evaluation of a Test:Reliability Index75

Table 10 Reliability of the Test,the Subtests and Item Groups of Vocabulary and Reading Comprehension Subtests90

Table 11 Eigenvalues,Explained Variances and Cumulative Variances of Factors of the Questionnaire91

Table 12 Loadings of Items in the Questionnaire92

Table 13 Eigenvalues,Explained Variances and Cumulative Variances of Factors of Participants'Idea of English Language Learning and Use94

Table 14 Loadings of Items of Participants'Idea of English Language Learning and Use94

Table 15 Eigenvalues,Explained Variances and Cumulative Variances of Factors of Participants'Attitudes towards the English Language95

Table 16 Loadings of Items of Participants'Attitudes towards the English Language95

Table 17 Eigenvalues,Explained Variances and Cumulative Variances of Factors of Participants'Attitudes towards Other English Language Learners97

Table 18 Loadings of Items of Participants'Attitudes towards Other English Language Learners97

Table 19 Eigenvalues,Explained Variances and Cumulative Variances of Factors of Participants'Interest in the English Language98

Table 20 Loadings of Items of Participants'Interest in the English Language98

Table 21 Eigenvalues,Explained Variances and Cumulative Variances of Factors of Participants'Attitudes towards English Language Learning99

Table 22 Loadings of Items of Participants'Attitudes towards English Language Learning99

Table 23 Reliability Coefficients of the Questionnaire101

Table 24 Descriptive Statistics:Mean Scores of Groups C,D and E103

Table 25 One Way ANOVA:Differences of Scores of Groups C,D and E105

Table 26 Post hoc Test:Multiple Comparisons of Differences of Mean Scores between Groups C,D and E106

Table 27 Descriptive Statistics:Subtest Mean Scores of Groups C,D and E110

Table 28 One Way ANOVA:Differences of Standard Scores of Three Subtests between Groups C,D and E110

Table 29 Post hoc Test:Multiple Comparisons of Differences of Standard Scores of Three Subtests between Groups C,D and E111

Table 30 Descriptive Statistics:Items with Different Levels of Difficulty in Vocabulary and Reading Comprehension Subtests118

Table 31 One Way ANOVA:Differences of Scores of Items with Different Levels of Difficulty in Vocabulary and Reading Comprehension Subtests120

Table 32 Post hoc Test:Multiple Comparisons of Differences of Scores of Items with Different Levels of Difficulty in Vocabulary and Reading Comprehension Subtests120

Table 33 Descriptive Statistics:Groups D and E126

Table 34 Correlation Analysis between Participants'Language Maintenance and Their Language Attitudes126

Table 35 Results of the Regression Analysis:Participants'Language Maintenance and Their Language Attitudes127

Table 36 One Way ANOVA for Regressions:Total Test Score and Total Questionnaire Score128

Table 37 Correlation Analysis between Participants'Language Maintenance and Their Scores on Two Parts of the Questionnaire129

Table 38 Results of the Multiple Regression Analysis:Language Maintenance and the Two Parts of the Questionnaire129

Table 39 One Way ANOVA for Regressions:Total Test Score and the Two Parts of the Questionnaire130

Table 40 Correlation Analysis between Participants'Language Maintenance and Their Idea of English Language Learning and Use131

Table 41 Results of the Regression Analysis:Participants'Language Maintenance and Their Idea of English Language Learning and Use131

Table 42 One Way ANOVA for Regressions:Participants'Total Test Score and Their Idea of English Language Learning and Use132

Table 43 Correlation Analysis between Participants'Language Maintenance and Their Attitudes towards the English Language133

Table 44 Results of the Regression Analysis:Participants'Language Maintenance and Their Attitudes towards the English Language133

Table 45 One Way ANOVA for Regression:Participants'Language Maintenance and Their Attitudes towards the English Language134

Table 46 Correlation Analysis between Participants'Language Maintenance and Their Attitudes towards Other English Language Learners134

Table 47 Results of the Regression Analysis:Participants'Language Maintenance and Their Attitudes towards Other English Language Learners135

Table 48 One Way ANOVA for Regressions:Participants'Language Maintenance and Their Attitudes towards Other English Language Learners136

Table 49 Correlation Analysis between Participants'Language Maintenance and Their Interest in the English Language136

Table 50 Results of the Regression Analysis:Participants'Language Maintenance and Their Interest in the English Language137

Table 51 One Way ANOVA for Regressions:Participants'Language Maintenance and Their Interest in the English Language138

Table 52 Correlation Analysis between Participants'Language Maintenance and Their Attitudes towards English Language Learning138

Table 53 Results of the Regression Analysis:Participants'Language Maintenance and Their Attitudes towards English Language Learning139

Table 54 One Way ANOVA for Regressions:Participants'Language Maintenance and Their Attitudes towards English Language Learning140

Table 55 Correlation Analysis between Total Test Score and Each Item of the Questionnaire140

Table 56 One Way ANOVA for Regressions:Total Test Score and Score of Fitted Item of the Questionnaire142

Table 57 Results of the Regression Analysis:Language Maintenance and Fitted Item of Language Attitudes and Motivations of Graduate Participants145

Table 58 Predicting Formulas of Language Maintenance146

Table 59 Correlation Analysis between Dictation Subtest and the Questionnaire147

Table 60 Results of the Regression Analysis:Listening Comprehension Skill Maintenance and Total Questionnaire Score148

Table 61 One Way ANOVA for Regressions:Listening Comprehension Skills and Total Questionnaire Scores149

Table 62 Correlation Analysis between Vocabulary Subtest and the Questionnaire149

Table 63 Results of the Regression Analysis:Lexical Knowledge Maintenance and Total Questionnaire Score150

Table 64 One Way ANOVA for Regressions:Lexical Knowledge and Total Questionnaire Scores151

Table 65 Correlation Analysis between Reading Comprehension Subtest and the Questionnaire151

Table 66 Results of the Regression Analysis:Reading Comprehension Skill Maintenance and Total Questionnaire Score152

Table 67 One Way ANOVA for Regressions:Reading Comprehension Skills and Total Questionnaire Scores153