Sociolinguistic, extralinguistic and cognitive factors underlying L1 ...

Agnieszka Kotula
Working title: Sociolinguistic, extralinguistic and cognitive factors underlying L1
retention/proficiency among L1 Polish attriters
Research rationale:
An ample body of research to date has been devoted to the various issues of second
language acquisition (SLA). The research scope is too great to quote it here fully, but
puzzles such as the L1 (first language) influence on the acquisition of the second
language (L2), the effects of various forms of L2 instruction, an array of L2
acquisition settings, the role of sociological, biological and linguistic factors, as well
as the effects of maturation processes have been, and are still being, explored by a
galore of researchers. Within the last few decades an ample number of research
projects have also been undertaken to investigate a sister subject, namely language
attrition. The term ‘refers to a gradual decline in native language proficiency among
migrants. As a speaker uses his/her L2 frequently and becomes proficient in it, some
aspects of the L1 can become subject to L2 influence or deteriorate due to the
absence of confirming evidence in the input (Schmid 2009: 216).
Various aspects of the phenomenon have been looked at from a number of angles.
Some research focused primarily on the observable outcomes of L1 attrition, such as
changes or losses in various language components, such as accent retention (Major
2010), syntax or lexis (Bar-Shalom and Zaretsky 2008) or fluency (Schmid and
Fägersten 2010). Other research studies concentrated around the underlying factors
having influence on the extent of attrition taking place. Among these, various
research projects looked at the relationship between L2 acquisition and L1 attrition
(Optiz 2010), (Sharwood and Van Buren (1991), (Montrul 2005), (Pavlenko 2004),
extra linguistic and sociolinguistic factors contributing to L1 attrition, such as
language affiliation, biological age, sex or education (Schmid and Dusseldorp 2010),
(Kim 2008), and last but not least, the role of language aptitude and cognitive
maturation processes (Bylund, Abrahamsson and Hyltenstam 2009).

As L1 attrition is a fully documented phenomenon, the purpose of this research will
not be, for obvious reasons, to prove its existence or the depth and breadth per se.
What will be the interest of this study is the latter, the underlying factors leading to
attrition and more precisely, the factors that explain the lack of or a lesser degree of
attrition processes among the L1 attriters. Among these, the research will look at the
possible factors contributing to these, such as, to start with, sociological setting of L1
attriters, i.e. the depth and breadth on L1 input, the length of L1 input, the length of
residence in an L2 community, the level of education in general and the amount of
education received in L1, the amount of interaction done though L1 and other noncognitive
factors such as marital or family set up, belonging to any L1 orientated
organised bodies (clubs, churches or schools), etc.
The other part of research will look at cognitive factors that might influence the extent
of L1 attrition, such as language aptitude and age effects.
In the field of SLA the last two phenomena, separately or combined, have received a
great deal of attention over the years and a number of most recent research papers
have proven their significance in various settings and to various extents. The impact
of the age of first exposure to L2 and language aptitude on the ultimate language
attainment have been documented in such research papers as Johnson and
Newport (1989), DeKeyser (2000) or Abrahamson and Hyltemstam (2008). All
conclude that there is a significant correlation between the early exposure to L2 and
the ultimate language proficiency. Broadly speaking, puberty is seen as a sensitive
point that marks off the clear boundary for a predicted success at mastering L2,
commonly referred to as Critical Period (CP). Critical Period Hypothesis (CPH)
suggests that L2 learners exposed to the language at a later stage in their lives
seem to not achieve as well in their ultimate L2 attainment as the ones with an early,
pre-pubescent language exposure onset. DeKeyser (2000) goes to explain that the
instances of L2 learners who begin acquiring L2 past puberty (CP) and still achieve
native-like results in a Grammatically Judgemet Test (GJT) can be explained by their
high language aptitude. Abrahamson and Hyltenstam’s (2008) study reveals that
high language aptitude among late L2 starters is a contributing factor in their passing
as a native speaker in everyday communication (but not, however, a sufficient
condition for attaining the actual native-ness).

As previously implied, L2 acquisition and L1 attrition might be conditioned by similar
factors. Hence, L1 attrition study has concentrated around the issues explored,
previously or simultaneously, in SLA. Bylund (2009) suggests that the above
mentioned maturation processes (CPH) so evident in SLA need to be looked at while
studying the L1 attrition and first research studies have been undertaken.
In their most recent study (Bylund, Abrahamsson and Hyltenstam 2009) looked at
the role of language aptitude in the case of 25 pre-pubescent attriters believing that
this particular life stage represents an important turning point in L1 attrition. They
also set to find out whether language aptitude has a compensatory function in the
attrition process. The conclusions seem to suggest that ‘a person with a high degree
of aptitude (…) is (…) able to retain/develop a high level of L1 proficiency despite
limited L1 contact (Bylund, Abrahamsson and Hyltenstam 2009: 358).
The area leaves a lot of room to investigate, which is the purpose of the proposed
research.
This primary interest of this research is to capture the sociolinguistic, extralinguistic
and cognitive factors underlying the hampering of L1 attrition and/or factors
contributing to a high degree of L1 retention/proficiency among a broad range of L1
attriters, with both adult and child L1 attrition onset.
The research will encapsulate and recreate previous studies done in the field,
however, in a greater scope, incorporating and investigating in detail the age and
language aptitude factors, believed to have a significant influence on the attrition
processes.
Aims:
The aim of this research is to investigate, whether and to what degree, various
factors can hamper the process of L1 attrition and/or enhance L1
retention/proficiency.

Hypothesis:
Post-pubescent age of first L1 input reduction and a high language aptitude
contribute to the hampering of L1 attrition and enhancing L1 retention/proficiency.
Research questions:
• To what extent does the age of L1 first input reduction contribute to L1 attrition?
• To what extent does language aptitude explain high L1 retention/proficiency in
early-age L1 attriters?
• To what extent does language aptitude influence L1 retention/proficiency in lateage
L1 attriters?
• To what extend do sociological and extrainguistic factors influence the
retention/proficiency in early-age L1 attritters?
• To what extend do sociological and extrainguistic factors influence the
retention/proficiency in later-age L1 attritters?