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20230719T101520230719T1315Europe/Amsterdam[SYMP39] Language Attrition in the Japanese Context from a CDST PerspectiveHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Language Attrition in two Japanese Returnees from neuro-linguistic perspectives
Oral Presentation[SYMP39] Language Attrition in the Japanese Context from a CDST Perspective10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
This study looks at two young bilingual Japanese children who return to their home country after a prolonged stay in another linguistic milieu. Firstly, both linguistic and neuro-linguistic data are examined to see if similar changes occur. Then, language retention and attrition are scrutinized in terms of their age upon return. These two Japanese-English bilingual returnees were both born in English-dominant countries, though their age of return to Japan differed - one at 11;07 and the other at 16;06. Yearly collection of both linguistic and neuro-linguistic data began at zero incubation and lasted for three years. The preliminary data analysis indicates the possibility that neuro-linguistic attrition precedes linguistic deterioration. The full results are presented at the conference.
This study looks at two young bilingual Japanese children who return to their home country after a prolonged stay in another linguistic milieu. Firstly, both linguistic and neuro-linguistic data are examined to see if similar changes occur. Then, language retention and attrition are scrutinized in terms of their age upon return. These two Japanese-English bilingual returnees were both born in English-dominant countries, though their age of return to Japan differed - one at 11;07 and the other at 16;06. Yearly collection of both linguistic and neuro-linguistic data began at zero incubation and lasted for three years. The preliminary data analysis indicates the possibility that neuro-linguistic attrition precedes linguistic deterioration. The full results are presented at the conference.
Hideyuki Taura is a Professor of Applied Linguistics at Ritsumeikan University, and Amanda Taura is Associate Professor at Setsunan University, and their interests include bilingual acquisition and attrition.
Oral Presentation[SYMP39] Language Attrition in the Japanese Context from a CDST Perspective10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
The study is about English literacy retention and attrition in Japanese siblings who once lived with their family in a foreign country where they were educated and functioned in English and then returned to their home country, Japan. The study particularly focuses on how these children may retain and further develop their English literacy skills after a lengthy sojourn abroad that is, for several years. The important data sources were video recordings of interactions mainly during literacy events at home, and literacy journals filled out by the children. One of the implications of the study is that the home is an important domain for literacy retention in returnees, especially when more recreational and socio-interactional literacy uses are emphasized.
This study is about Japanese children who have experienced mobility across languages and cultures. Specifically, the research explores English literacy retention and attrition in four pairs of siblings who once lived with their family in a foreign country where they were educated and/or functioned in English and then returned to their home country, Japan. Upon their return, some of them continued to become more proficient in interacting with written texts in English, while others tended to lean toward improving their literacy in Japanese over that in English. The aim of this study is to explore how these children may lose, retain, or further develop their English literacy skills after a lengthy sojourn abroad. One of the implications of the study is that the home is an important domain for maintaining English literacy in returnees, especially when more recreational and socio-interactional literacy uses are emphasized. In the participating children, English literacy practice for fun or for social interaction seems a valuable way of maintaining and developing English, both in terms of their English literacy skills such as effective construction of stories. Peer networks also play an important role in retaining L2 literacy from the viewpoint of motivation and the opportunity to use English in communicative situations. In addition, supportive parental attitudes and provision by parents of scaffolding, encouragement, and fostering of the children's English literacy practice are crucial. More importantly, however, the present study implies that all of the participating children viewed their hybrid language competence in a positive manner. I have established a rapport with the participating children and their families and observed the changes in the children's literacy skills over time both in Japanese and English. All the children seemed to wonder how they could best cope with using two languages during the period of readjustment. In the follow-up interviews, significant changes in their biliteracy practices over time were observed. Returnee experiences continued to matter in their lives through into high school, but at the same time, as the children grew older, they successfully avoided major linguistic and cultural difficulties and began realizing their hybrid language competence in a positive manner.
Presenters Joy Taniguchi Associate Professor, Shizuoka Institute Of Science And Technology
Lexical Language attrition among English speakers of Japanese
Oral Presentation[SYMP39] Language Attrition in the Japanese Context from a CDST Perspective10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Hansen, Colver et al. (2012) was an impressively large study of lexical attrition among missionaries who had learned second languages as adults. The study also contributed strongly to our knowledge of lexical attrition by comparing results from languages that take less time to learn for native English speakers (Spanish, Portuguese and German) and from languages that take more time (Korean, Mandarin and Japanese). This study was important because the circumstances of learning most of the languages were quite similar but the incubation periods lasted up to 50 years, making this one of only two long-term lexical attrition studies. The other long-term study, Bahrick (1984a, b), was not nearly as precise as Hansen, Colver et al. (2012) in establishing the vocabulary that the attriters would certainly have known.
However, Hansen, Colver et al. (2012) perhaps raises more questions about lexical attrition than it answers. The study found that there was much greater attrition in Japanese, Korean and Mandarin than in the languages that are generally easier for English speakers to learn. This factor of language distance is an important consideration that has not hitherto been considered adequately in lexical attrition studies. This study also showed that what Larson-Hall (2019) termed catastrophic loss of L2 lexicon, defined as being unable to produce more than 50% of a list of words which are known to have been learned by a participant before their incubation period, could happen as early as three or four years after the onset of an incubation period. Such drastic and quick change has not been previously noted in any studies of lexical attrition.
The present study thus seeks to add to our knowledge of one language which was found to be one of the most difficult in the Hansen, Colver et al. (2012) study--Japanese. I tested 50 former English L1 Japanese L2 missionaries on their productive recall of 100 words. A semantic fluency and two 1-minute speaking tasks were added to ascertain whether those without regular exposure to Japanese retained an intact lexical system. Participants with incubation periods ranging from 1-50 years were tested. Preliminary results show that missionaries scoring less than 70% on productive tests lost their ability to do more than produce strings of formulaic sequences in spoken Japanese.
Bahrick, Harry P. (1984a). Fifty years of second language attrition: Implications for programmatic research. The Modern Language Journal, 68: 105–118. Bahrick, Harry P. (1984b). Semantic memory content in permastore: 50 years of memory for Spanish learned in school. Journal of Experimental Psychology: General, 113: 1–29. Hansen, L., Colver, A., Chong, W., Pereira, H., Robinson, J., Sawada, A., & Miller, R. M. (2012). The lost word. Second Language Acquisition Abroad: The LDS Missionary Experience, 45, 111. Larson-Hall, J. (2019). L2 Lexical Attrition. In The Oxford Handbook of Language Attrition.
Joy Taniguchi
Jenifer Larson-Hall