Research on Language Loss: A Review with Implications for Foreign Language Teaching

Abstract

LANGUAGE REFERS TO LOSS OR ATTRITION of skill in one's native language (L1) or a second or foreign language (L2).1 The phenomenon can have both sociological and psychological forms. That is, language loss can be exhibited by a whole cultural or linguistic group or by an individual; it can be analyzed in terms of rate, sequence, linguistic components, or skill types. This article reviews studies on language loss in its individual rather than its group form. L1 loss is emphasized more than L2 loss. Focus is on research that has relevance to foreign language teaching practices. Language loss through aphasia, senile dementia, and physical illness is not the subject of this article, because experts have accomplished more comprehensive work on those topics than is possible to describe in a brief exposition.2 The discussion is organized as follows. The first section presents a review of studies in three categories: 1) research on the optimal age for foreign language learning, on the assumption that such research has implications for the study of language loss; 2) studies on cognitive aspects of language loss; and 3) investigations concerning attitudes toward language learning, maintenance, and loss. In the second section are limitations of currently available research and suggestions for improvement. The third section describes future research needs. Implications fdr foreign language teaching are found in the final section.