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1. Introduction

1.1 Research background

研究人员和教育工作者一直把注意力集中在外语教学和学习。大量的研究在语言习得主要指“学习”、“如何学习”和“我们学到了“在一个特定的外国语言。大多数的研究开始于语言习得和结束它,无暇关注“做什么,收购后”或“如何保持不同程度的语言知识由于停止使用后的正式指令”。
Consequently, when languageknowledge is needed, it is hard to retrieve or cannot be retrieved at all. This result falls out ofthe proportion to learner’s efforts, so foreign language learning in China is always describedas “great investment, little profit”. This kind of social phenomenon calls for the study of theway to retain learners’ language proficiency, which is within the domain of language attrition.Language attrition research, after half a century of development, has become arelatively independent field. The so-called language attrition mainly refers that the bilingualor multilingual users’ language ability gradually decreases or losses due to disuse of thelanguage over time. A large number of foreign scholars have devoted to the research oflanguage attrition, which has produced a number of outstanding scholars: Lambert, Hansen,Seliger, Sharwood, Bahrick, Tomiyama, Gardner, Kopke, Weltens etc. In the aspect of theory,a relatively systematic framework has gradually been formed, such as Retrieval FailHypothesis, Savings Paradigm Assumption and Regression Hypothesis. According to Clark &Jorden (1984) and Nagasawa (1999) et al., there are eight factors which have been proven inforeign language attrition (Ni & Yan, 2006, p.50; Ni, 2007, p.28): initial proficiency level,length of the period of non-use, exposure to the Second Language, age, language acquisitionmode, social affective factors, the ability to read and write and gender differences.

Compared with the prosperous study on language attrition aboard, in China, only aminority of scholars have touched this topic. They only do some theoretical summary onlanguage attrition (such as Zhong Shuneng, 2003; Li Ping. Zheng Shutang, 2004; CaiHansong, 2004; Ni Chuanbin, 2006, 2007, 2008). In addition to some literature reviews andmoney has been spent in learning English, so from an education economic angle the study hasmade a positive contribution to the English language education.Secondly, EFL teachers can make use of the findings in relation to the effects ofacquisition modes on language attrition to find effective methods, which are helpful for bothschool-time teaching and maintaining of the competence acquired in the future. In this sense,the present research benefits the instructional process.Last but not least, this paper aims to study the language attrition of English majorgraduates after their two year’ teaching in middle school. It is of great practical significance tostudy this subject for cultivating teachers’ sustainable development and improving theirteaching quality. The results also provide the theoretical basis for effectively conductinglanguage trainings in middle school education.

1.2 Organization of the thesis
The present study is intended to test the language attrition among English majorgraduates who have taught English for two years in middle schools. This paper is organized inthe following way:Chapter One is the introduction of the whole study. It briefly introduces the maincontents of the study on second language attrition and significance of the essay. Chapter Twoprovides the relative literature review of language attrition. The definition and classificationof language attrition are discuss本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。