Language attrition is a comparatively new research approach for socio- and psycholinguists all over the world. Their interests go into different directions, like the process of language attrition itself, the linguistic areas affected of forgetting or rather losing a language, and the “Effects of the Second Language on the First” (Cook 2003). But especially one topic divides the minds of the researchers: Which factors influence the loss of a language; and to what extent?
The elaboration at hand tries to answer this basic question with regard to the loss of the first language (from now on referred to as L1) in a foreign language (from now on referred to as L2) environment. Withal the focus lies on the attrition process in adults, although that of children is shortly introduced, too. The material put together and evaluated in this paper originates from several socio- and psycholinguists which conducted research on the different factors that have an influence on language attrition.
The first step to answer this question is to give a short overview on how two language systems can exist in one individual. As a part of this, it will be clarified what exactly is meant by the term “language attrition”, because it is often misunderstood. Afterwards, it will be easier to understand the connection between these two systems and therefore the reason why they are likely to be attrited. Furthermore, a closer look will be taken at the most common, non-pathological factors that have an impact on language attrition, parted into sociolinguistic and psycholinguistic factors. Their degree of influence on this process will be discussed thereafter with regard to the hypothesis: Sociolinguistic factors have a greater impact on the process of language attrition than psycholinguistic factors have.
Table of Contents
1. Introduction
2. Language attrition – two languages in one brain
3. Factors influencing language attrition
3.1 Psycholinguistic factors
3.2 Sociolinguistic factors
4. Discussion
5. Conclusion
Research Objectives and Themes
The primary objective of this thesis is to investigate the factors that influence the loss of a first language (L1) within a foreign language (L2) environment. The work focuses on testing the hypothesis that sociolinguistic factors exert a greater impact on the process of language attrition than psycholinguistic factors do.
- The conceptualization of language attrition as a difficulty in accessing knowledge.
- Analysis of the integration continuum regarding language systems in the bilingual mind.
- Evaluation of psycholinguistic variables, specifically age and language aptitude.
- Examination of sociolinguistic drivers including input, time, motivation, education, and gender.
- Discussion of potential measures to prevent undesired language attrition.
Excerpt from the Book
3. Factors influencing language attrition
One area of factors which can influence the process of language attrition are the psycholinguistic ones. Other than the sociolinguistic factors, the psycholinguistic ones are not influenceable by the speaker himself, because they deal with the human faculty of speech in general.
One of these factors is age. It involves the age until when the L1 and L2 were acquired respectively learned as well as the age at the onset of attrition. Concerning this aspect, the first thing to mention is the difference between adult und child L1 attrition. It is hard to find evidence for L1 attrition in adult bilinguals because its effects are small (cf. Schoenmakers-Klein Gunnewiek 1998; cited in Opitz 2011: 209) and often subjectively experienced rather than objectively measurable (cf. Dostert 2009: 13). In child L1 attrition, in comparison, in fact a complete loss of a language is possible (cf. Dostert 2009: 14). Köpke and Schmid (2004: 10) even state that “the younger the children are when their language environments change, the faster and deeper they will attrite” (cited in Wen Cui Zhou 2010: 12). One reason for this enhanced child L1 attrition is the critical period which ranges from birth to puberty. Researchers argue that only after this period a first language is completely acquired.
Summary of Chapters
1. Introduction: This chapter defines language attrition as a research field and establishes the core hypothesis regarding the impact of socio- and psycholinguistic factors on L1 loss.
2. Language attrition – two languages in one brain: This section utilizes Vivian Cook’s integration continuum to illustrate how two language systems coexist and interact within a single mind.
3. Factors influencing language attrition: This chapter categorizes and evaluates specific variables, dividing them into psycholinguistic (age, aptitude) and sociolinguistic (input, time, motivation, education, gender) domains.
4. Discussion: This part synthesizes the previous findings to evaluate the hypothesis and suggests practical measures to mitigate the attrition process.
5. Conclusion: The final chapter summarizes the arguments and acknowledges the limitations of current research while confirming the significant, albeit non-exclusive, impact of the analyzed factors.
Keywords
Language attrition, L1, L2, bilingualism, psycholinguistics, sociolinguistics, integration continuum, age factor, language aptitude, linguistic input, identity, assimilation, language maintenance, language loss, C-test.
Frequently Asked Questions
What is the central focus of this research paper?
The paper examines the phenomenon of first language (L1) attrition, focusing on the various factors that influence the loss of a speaker's native language in an L2-dominant environment.
What are the primary thematic areas explored?
The research distinguishes between psycholinguistic factors (like age and aptitude) and sociolinguistic factors (like immigration status, input, motivation, and education) to determine their respective roles in language loss.
What is the core hypothesis of the study?
The author tests the hypothesis that sociolinguistic factors have a significantly greater impact on the process of language attrition than psycholinguistic factors do.
Which scientific methodology is applied here?
The paper employs a qualitative literature review and synthesis, evaluating existing research and academic theories to support the argument and hypothesis.
What is covered in the main body of the work?
The main body defines language attrition, presents models of bilingual memory, analyzes specific influencing factors, and discusses how these factors interact to either speed up or slow down language decay.
Which keywords best characterize the study?
Key terms include language attrition, bilingualism, L1, sociolinguistics, psycholinguistics, and identity markers.
How does the author define language attrition in the context of this thesis?
The author defines it not as a complete disappearance of knowledge, but as a difficulty in accessing linguistic knowledge that was once stable and available.
Does the author suggest that language attrition is irreversible?
No, the author argues that because attrition is a loss of access rather than a loss of knowledge, the first language can often be regained or the attrition process can be slowed and reversed.
What role does the "Critical Period" play in language attrition?
The critical period is presented as a major factor for children; those removed from their native language environment during this phase are significantly more vulnerable to rapid and deep language loss.
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- Kathrin Hellmann (Autor:in), 2014, Effects of sociolinguistic and psycholinguistic Factors on Language Attrition, München, GRIN Verlag, https://www.grin.com/document/342095
