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Fifty Years of Second Language Attrition: Implications for Programmatic Research
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Fifty Years of Second Language Attrition: Implications for Programmatic Research
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Journal Article
Fifty Years of Second Language Attrition: Implications for Programmatic Research
1984
Overview
Individuals currently enrolled or having recently completed high school or Coll Spanish courses (N = 146) & individuals who had taken 1 or more courses during secondary school or Coll & whose instruction had taken place from 1 to 50 years prior to the study (N = 587) along with individuals who had no formal instruction in Spanish (N = 40) were given tests including reading comprehension, recall & recognition vocabulary, grammar recognition & recall, & idiom recognition & recall. Questionnaires providing information about Spanish instruction, grades obtained in courses, & exposure to Spanish were also completed by all Ss. Results indicate that information becomes part of permanent memory by a process that is discrete rather than cumulative. The nature of life-span of different kinds of linguistic material is considered. Reading comprehension scores are more difficult to quantitate because they depend on recall of several aspects of the lang. Data indicate that much content from language instruction can survive 50 years or longer. Grades received in courses are valid predictors of subsequent retention. Participation in a single language course leaves little if any lasting effect. Implications of the findings for language instruction are discussed. 5 Tables, 5 Figures, 8 References. B. Annesser Murray
Publisher
Blackwell Publishing Ltd,National Federation of Modern Language Teachers,National Federation of Modern Language Teachers Associations
