A Study On Vocabulary Attrition Among Middle School English Teachers

Vocabulary attrition is defined as the loss of the target language vocabulary by learners after their termination of language learning. Vocabulary attrition is a common linguistic phenomenon virtually in every part of the world. As one of the basic elements of language, vocabulary is not only an important measurement of language proficiency but also the foundation of language learning. However, with regard to researches on vocabulary, most of them center on vocabulary acquisition. Since vocabulary is also one of the most vulnerable aspects of language system, vocabulary attrition should be the focus in the field of attrition. In recent years, a series of studies on vocabulary attrition have been dedicated to language attrition area targeting at different kinds of language learners. Researchers also begin to investigate the nature, features, and factors of attrition systematically with the purpose of seeking ways to curb the degree of attrition. At the same time, they also gain certain achievements. However, studies of language attrition are still at the theory-introducing stage at home, there are few empirical studies under the subject of vocabulary attrition, especially targeted at language teachers. Therefore, relevant empirical studies are still in need.The present study focuses on three questions as follows:(1) Does vocabulary attrition occur to middle school English teachers after a certain period of being a teacher in China? If so, what is the actuality?(2) What are the main factors involved in vocabulary attrition among middle school English teachers?(3) What are the main ways to curb vocabulary attrition among middle school English teachers?The approach in the present study, involving in the combination of vocabulary test, questionnaire, and interview, overcame the weakness of using quantitative research methods or qualitative research methods only, which aims at collecting data comprehensively from multi-perspectives to support the conclusion. One hundred and five middle school English teachers, who are teaching English in Guizhou Province now, completed both vocabulary tests and questionnaires which were served as the primary tools to collect data. Follow-up interview was then conducted among10of the participants. The data collected from the vocabulary tests, questionnaires and interviews was analyzed by Excel2007and SPSS17.0.Major findings are summarized as follows:(1) Vocabulary attrition does definitely occur to middle school English teachers. The actuality of English teachers’vocabulary attrition is difficult to be retrieved temporarily. Most of attrited words are not forgotten completely but still remained in their minds.(2) A number of factors that appear to determine English teachers’ vocabulary attrition in their teaching life, which are identified as: language contact, initial proficiency of English, responsibility of English knowledge, emotional attitude factors, and school or government policies. Among these five factors, initial proficiency of English and language contact are the most powerful predictors.(3) In line with these factors involved in vocabulary attrition, three suggestions are put forward as follows:firstly, teachers should enhance their confidence in English learning and contact English often with the purpose of improving their English proficiency; secondly, different kinds of training forms and English activities which are offered through schools should be combined to help teachers build interest in learning English and overcome attrition; thirdly, educational administrative institution is the main assistant for teachers to minimize vocabulary attrition with regularly tests of English proficiency, which can build teachers’sense of crisis to overcome attrition.The study contributes to build an all-sided understanding of the essence of vocabulary attrition. Also, in the light of the results, some practical suggestions for the future research and implications for middle school English teachers, educational institutions as well as English vocabulary teaching and learning are also identified.