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not. In addition, even though some attention has been paid to language attrition inwestern context and more in Japanese context (Hayden 2003: 2)，there is still little beendone in Chinese context. In this background, the present study is aimed to confirm thatthis hypothesis can explain the attrition of English relative clauses in Chinese context.
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Chapter 2 Literature Review

2.1 Theoretical foundations to English relative clause
In the past few years，there have been many studies in the field of English relativeclauses，which are manly focused on the learners, acquisition of English relative clausesincluding the influence of the mother tongue on the acquisition of a foreign language，the acquisition sequence, resumptive pronouns and the relationship between theAccessibility Hierarchy of relative clauses and relative clauses avoidance (Ellis 1999a:101-103，Cook 2000: 138-139). In this section，general knowledge about Englishrelative clauses will be introduced. A relative clause is a subordinate clause directed by a relative pronoun or a relativeadverb, which can be used to modify a noun or noun phrase. And the relative pronounsmainly include who, which, that，whom，and whose, and the relative adverbs mainlyinclude why, where and when. This structure sometimes can be called attributive clauseas it is often used as an adjective.Keenan and Comrie (1997: 64) have made a definition about the relative clause“the structure is used to restrict or to identify a certain object from the domain ofrelativization represented by the head". The head of the relative clause, which is labeledby the relative structure, can be regarded as the sphere of relativization . For example, inthe book which I like, the head nominal book can be regarded as the domain ofrelativization, which is labeled by the restricting clause which I like in the instance.
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2.2 Researches on language acquisition sequence
Based on different learning processes and environment, acquisition is opposed tolearning in language study. According to Ellis (1999)，acquisition refers to the processof master a language by being exposed to the second language context, which is asubconscious process in a natural setting, while learning refers to the conscious study ofa language.When describing and explain language acquisition, it is inevitable to mention twoapproaches (behaviorist and nativist approaches) as they hold different views on thedevelopment sequence of language acquisition. In first language acquisition, one of themost impressive and fascinating focuses is how a child acquires and learas the firstlanguage or mother tongue. In the 1940s and 1950s, traditional behaviorists put forwardan influential psychological theory to explain language acquisition, that is，languageacquisition is the result of learners' imitation, practice, feedback on success and habitformation of target language (Lightbown and Spada, 1999: 9). Environment theories oflearning hold that an organism's nurture, or experience, is of more importance todevelopment than its nature, or innate contribution. From this view, a conclusion can bemade that the behaviorist approach believes that the outer-environment will have aninevitable influence on learners' language acquisition.
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Chapter 3 Research Methodology.........23
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