Language attrition and retention in Japanese returnee students

Mehotcheva, Teodora H.

doi:10.1080/13670050903198775

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Moreover, similar to Steinwidder's (2016) findings, the student accounts in the present study corroborate the trend from linguistically oriented research (e.g., Howard, 2009;Llanes, 2012;Mehotcheva, 2010;Pérez-Vidal & Juan-Garau, 2009;Pizziconi, 2017), showing a decrease in language skills over time, possibly impacting students at lower skill levels (Jacob) and with fewer opportunities to use the L2 post-SA (Sara), in particular. While the experienced loss of L2 skills becomes particularly pronounced once students graduate from university, sojourners may, as in Jacob's case, nevertheless find the intensive L2 learning experience and building of confidence transferable when learning further languages at later points in their lives.…”

Section: Effects Of Stsa On An Academic Levelsupporting

confidence: 89%

“…Regarding oral fluency, Huensch and Tracy-Ventura (2017) suggest that particularly those measures which are slower to develop while abroad are more likely to show signs of attrition in delayed post-tests. Further studies, such as Raffaldini (1987( , as cited in Howard, 2009, Coleman (1996), Mehotcheva (2010), andPizziconi (2017) also report patterns of regression or limited progress in learners' proficiency development following their sojourns. Overall, the results of previous research on SA programs of different durations establish a rather inconclusive picture, but oftentimes suggest that SA effects on L2 skills tend to be volatile in nature.…”

Section: Language and Cultural Learningmentioning

confidence: 99%

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Near-Term Effects of Short-Term Study Abroad: A Longitudinal Examination of Learner Perceptions

Müller

2023

Frontiers

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A relatively small body of research has been conducted on the near- and long-term effects of study abroad (SA) to date. This existing research suggests that SA effects on language skills tend to be volatile, while the impact on various aspects of learners’ personal, academic, and professional development may be longer-lasting. Yet, learner perspectives on the dynamics and durability of such effects, in particular in the context of short-term SA programs, remain largely unexplored. This study hence investigates the near-term impact of short-term SA programs as experienced by students within the first months and years following their sojourns. A qualitative case-study design is employed to examine the accounts of four American students of German, who studied abroad in Austria for four weeks and were interviewed repeatedly over a period of up to 40 months after their sojourns. The results suggest that, from the students’ perspective, many effects deteriorate in the near term, although the overall sojourn experience still appears influential. Abstract in German Nur wenige Forschungsvorhaben haben sich bislang den mittel- bis langfristigen Auswirkungen studentischer Auslandsaufenthalte gewidmet; die bisherige Datenlage deutet jedoch darauf hin, dass die Auswirkungen auf sprachliche Kompetenzen eher unbeständig sind, wohingegen die persönliche, studiums- und berufsbezogene Entwicklung der Lernenden länger von einem Auslandsaufenthalt beeinflusst wird. Die Dynamik und Beständigkeit derartiger Auswirkungen wurden jedoch kaum mit Blick auf kurze Auslandsaufenthalte (≤ acht Wochen) sowie aus der Perspektive der Studierenden erforscht, was die vorliegende Studie insbesondere hinsichtlich mittelfristiger Effekte fokussiert. Mittels eines qualitativen Fallstudiendesigns werden die Interviewdaten vier amerikanischer Deutschlernender untersucht, die sich vier Wochen in Österreich aufhielten und in einem Zeitraum von bis zu 40 Monaten nach ihrem Aufenthalt wiederholt befragt wurden. Die Ergebnisse zeigen, dass viele Auswirkungen eines solchen Aufenthalts aus studentischer Perspektive mittelfristig verblassen, auch wenn der Auslandsaufenthalt im Gesamten weiterhin als einflussreiche Erfahrung wahrgenommen wird.

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Section: Effects Of Stsa On An Academic Levelsupporting

confidence: 89%

Section: Language and Cultural Learningmentioning

confidence: 99%

Near-Term Effects of Short-Term Study Abroad: A Longitudinal Examination of Learner Perceptions

Müller

2023

Frontiers

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“…Hypothesis claims that attrition (of a competing form) will be due solely to its low frequency in the input (although what constitutes low frequency is not quantified), and that a long-term decline in use will necessarily lead to its erosion. This claim has not been corroborated by empirical studies (Mehotcheva 2010;Taura 2008), and furthermore, frequency of L1 use has not been shown as a reliable predictor as to the degree of attrition (Cherciov 2011;Schmid 2007). Additionally, as the Activation Threshold Hypothesis does not operate within any one linguistic theory, it inherently lacks a consistent definition of competing forms and qualification must be sought elsewhere.…”

Section: First Language Attrition and The Activation Thresholdmentioning

confidence: 97%

Advanced language attrition of Spanish in contact with Brazilian Portuguese

Iverson¹

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“…A number of studies have concerned on the attrition of formally learned/ schoolacquired foreign languages since the establishment of the field in the early 1980s(e.g., Bahrick, 1984bBahrick, , 1984aGardner et al, 1985;Grendel, 1993;Godsall-Myers, 1981;Mehotcheva, 2010;Murtagh, 2003;Nagasawa, 1999;Wang, 2010;Weltens & Cohen, 1989;Xu, 2010).All of the studies listed investigate attrition in only one language. The participants involved in the research in many if not most of these studies may actually have been multilinguals, yet merely Grendel (1993), Mehotcheva (2010), and Weltens & Cohen (1989)obviously explain that their participants had learned more than one non-L1.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Lexical Attrition in Multilingual Language Learners

Ulfiati

2022

JELT (Jambi-Eng. Lang. Teach.)

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Multilingual language learners are facing various challenges of language attrition, both internally and externally. Lexical attrition is one of phenomena experienced by the learners since they can no longer do something which s/he had previously been able to do, and this loss of proficiency is not caused by deterioration of the brain due to age, illness or injury, but by changes in linguistic behaviour due to severance of the contact with the community in which the language is spoken (Smith, 2017). This article is trying to capture the studies of lexical attrition in the multilingual contexts and suggest several improvement strategies in experiencing the lexical attrition. This study is using content analysis to explore existing literature on lexical attrition in multilingual language learners over the last ten years. A summary of more than seventeen is provided along with the content analysis. The finding of these studies gives a significant contribution to the field of language attrition that focuses on practical analysis in learners or speakers points of view in the multilingual context. It shows that the limitation of understanding on lexical attrition concept from the local authorities in many educational settings have resulted in less efficient and effective language maintenance.

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Language attrition and retention in Japanese returnee students

Cited by 3 publications

References 2 publications

Near-Term Effects of Short-Term Study Abroad: A Longitudinal Examination of Learner Perceptions

Near-Term Effects of Short-Term Study Abroad: A Longitudinal Examination of Learner Perceptions

Advanced language attrition of Spanish in contact with Brazilian Portuguese

Lexical Attrition in Multilingual Language Learners

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