Airijos lietuvių gimtosios kalbos atricijos požymiai žodyne

2021 ◽  
Author(s):  
◽  
Eglė Vaisėtaitė
Keyword(s):  
Lexical Attrition

Signs of lexical attrition in the L1 of Lithuanians in Ireland

scholarly journals L2 Lexical Attrition and Vocabulary Re-learning in Three L1 English L2 Japanese Children

2017 ◽  
Vol 6 (2) ◽  
pp. 1-7
Author(s):  
Jenifer Larson-Hall ◽  
Keyword(s):  
Second Language ◽  
Language Attrition ◽  
Japanese Children ◽  
Incubation Periods ◽  
Loss Of Contact ◽  
Second Language Attrition ◽  
L1 English ◽  
Savings Rates ◽  
Lexical Attrition

In this paper I review the evidence for the role of age in affecting second language attrition, and find it strongly supports a large difference in attrition around a breakpoint of age 8. I propose a Dynamic Attrition Model which posits that attrition sets in immediately upon the loss of contact with a language but the speed of loss differs depending on age. Three children who began their incubation periods at age 6, 8 and 10 are examined when they are re-exposed to Japanese 6 years later. All children showed strong savings rates but large losses to their L2 Japanese.

scholarly journals Lexical attrition in younger and older bilingual adults

2008 ◽  
Vol 22 (7) ◽  
pp. 509-522 ◽  
Author(s):  
Mira Goral ◽  
Gary Libben ◽  
Loraine K. Obler ◽  
Gonia Jarema ◽  
Keren Ohayon
Keyword(s):  
Lexical Attrition

scholarly journals Could L2 Lexical Attrition Be Predicted in the Dimension of Valence, Arousal, and Dominance?

2020 ◽  
Vol 11 ◽  
Author(s):  
Chuanbin Ni ◽  
Xiaobing Jin
Keyword(s):  
Decision Tree ◽  
Recognition Test ◽  
Hierarchical Model ◽  
Decision Tree Model ◽  
Tree Model ◽  
Emotional Words ◽  
Dimension 2 ◽  
Emotional Dimensions ◽  
Emotion Memory ◽  
Lexical Attrition

The current study attended to predict L2 lexical attrition by means of a Decision Tree model (DT model) in three emotional dimensions, that is, the valence dimension, the arousal dimension, and the dominance dimension. A sample of 188 participants whose L1 was Chinese and L2 was English performed a recognition test of 500 words for measuring the L2 lexical attrition. The findings explored by the Decision Tree model indicated that L2 lexical attrition could be predicted in all the three emotional dimensions in two aspects: (1) among the three emotional dimensions, the valence dimension was the most powerful in predicting L2 lexical attrition, followed successively by the dominance dimension and the arousal dimension; (2) most of the neutral words in the three emotional dimensions were predicted to be inferior to emotional words in L2 attrition. In addition, the modified Revised Hierarchical Model for emotion could be adopted to justify the modulation of the emotion–memory effects upon L2 lexical attrition.

L2 Lexical Attrition

2019 ◽  
pp. 376-390 ◽  
Author(s):  
Jenifer Larson-Hall
Keyword(s):  
Second Language ◽  
Future Study ◽  
Target Language ◽  
Integrated Systems ◽  
Lexical Memory ◽  
Integrated Network ◽  
Significant Research ◽  
L2 Vocabulary ◽  
With Memory ◽  
Lexical Attrition

Thirty years of research in second language (L2) lexical attrition has focused on the question of whether L2 vocabulary attrites in a variety of situations. This research has necessarily been exploratory and descriptive, but has essentially treated the lexicon as a collection of separate words. This chapter outlines a proposal for future study of the L2 lexicon as an integrated network by introducing Meara’s constant decay hypothesis. Since lexical loss is so strongly linked with memory, classic and more recent findings on how lexical memory degrades when the words are not integrated into a cohesive lexical system is reviewed and provides a floor against which to measure attrition of integrated systems. A review of significant research results in L2 lexical attrition focuses on how attrition is affected by the factors of age of learning, length of incubation, types of words, and target language.

Lexical Attrition

2019 ◽  
pp. 240-250
Author(s):  
Scott Jarvis
Keyword(s):  
Reaction Time ◽  
Language Learners ◽  
First Language ◽  
Reaction Time Data ◽  
Future Research ◽  
Production Data ◽  
Time Data ◽  
Psycholinguistic Variables ◽  
Interference Hypothesis ◽  
Lexical Attrition

This chapter clarifies what first language (L1) lexical attrition is and synthesizes the literature that describes its varied manifestations as well as the three most prominent hypotheses that have been formulated to account for how, why, when, and where L1 lexical attrition will occur. These include the dormant language hypothesis, threshold hypothesis, and interference hypothesis. The chapter also discusses the findings of past studies that have investigated the potential effects of linguistic, social, and psycholinguistic variables on the L1 lexical fluency and accuracy of language learners, bilinguals, and multilinguals. Additionally, the chapter describes the proper use of existing methods for measuring L1 lexical attrition in relation to lexical accuracy, fluency, and complexity through tasks designed to elicit free-production, controlled, and paralinguistic (e.g., reaction-time) data, and through the use of instruments specially designed to measure lexical complexity in free-production data. The chapter concludes with recommendations for necessary future research.

Longitudinal L2-attrition versus L2-acquisition, in three Turkish children- empirical findings

1992 ◽  
Vol 8 (2) ◽  
pp. 138-154 ◽  
Author(s):  
Heinz Kuhberg
Keyword(s):  
Mirror Image ◽  
Code Switching ◽  
L2 Acquisition ◽  
Turkish Children ◽  
Second Stage ◽  
The Third ◽  
Third Stage ◽  
Lexical Attrition

The attrition of German in two Turkish girls (seven and nine years old), previously resident in Germany, was observed in Turkey. The attrition was compared to the L2-acquisition of German of a Turkish boy aged 11. Attrition did not set in immediately. In the second stage, after six months, slower speech, hesitation and free morpheme code-switching to Turkish due to lexical attrition, particularly in verbs, indicated its onset. Basic grammatic al categories were involved in the third stage. Bound morpheme code- switching became the predominant pattern. Basic syntactic patterns of German were retained longest. Attrition was largely a mirror-image of acquisition. Simplification, overgeneralization and over-regularization were strikingly similar in both sets of data. Code-switching turned out to be developmentally systematic, and even 'grammaticalized' in the final stages.

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