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study the complex systems over time. Later on, this groundbreaking theory has provedto be an effective problem-solving tool in a wide range of fields, such as mathematics,physics, economics, and meteorology etc. Further more, although the new dynamictheory has been hailed as a major breakthrough in the physical sciences, some believeits impact on the more human disciplines, such as the cognitive psychology, will be asimmense. (Waldrop, 1992) The American linguist Diane Larsen-Freeman was the firstto introduce DST into the applied linguistics. She discussed a multitude ofcharacteristics of language as complex adaptive system from the perspective of thescience of chaos or complexity, and established the fundamental theoreticalframework for the application of DST in applied linguistics.The language systems are not definite, simple or stable models while they oftenfluctuate enormously and unpredictably even due to the internal minor uncertainfactors as well as the external various interferences. This needs to be explained fromthe dynamic approach rather than the traditional reductionist approach. The dynamicapproach claims that the language acquisition is neither a purely cognitivepsychological process nor a totally social or cultural process; rather, languagedevelopment is a dynamic course with multiple resources, including cognitiveresources, psychological resources, together with the social and cultural resources, onmulti-dimension and multi-levels. The dynamic system theory attempts to fill the longexisting gaps between the cognition and the social environments in the traditionalapplied linguistic researches. It has been regarded as an effective approach to explainsuch key issues in the L2 acquisition researches as the active interaction of cognitiveprocess with the external environments, the nonlinear feature in the dynamicdevelopment of languages, the L1 interference and individual variances.
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2.2 A Brief Introduction of Language Attrition
Language attrition has been regarded as the reverse process of languageacquisition by the attrition researches in the past years and it had been established as adistinct research field for the first time since the conference of “The Loss of LanguageSkills” was held by the University of Pennsylvania in 1980. Since then, the researchesof language attrition have developed into an independent discipline, in which theresearches have provided some invaluable hypothetical theories and frameworks oflanguage attrition through a series of empirical studies based on the relevant findingsin cognitive science, psychology, sociology etc., such as the Regression Hypothesis,the Critical Threshold Hypothesis or the Selectivity Hypothesis. These attritionhypotheses have made significant contributions to language teaching in practice toavoid the language attrition and maintain the acquired language knowledge and skillsto the greatest extent. In the following part, the paper will introduce the languageattrition briefly, including the definition, the classification and the main findings in theattrition researches in the past three decades.
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Chapter 3 Research Designs ..... 20
3.1 Question Design.... 20
3.2 Participants...... 21
3.3 Research Instruments ........ 21
3.3.1 Background Questionnaire....... 21
3.3.2 Vocabulary Test ..... 23
3.4 Research Procedures ......... 23
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