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Acknowledgements
Abstract
Chapter 1 Introduction
1.1 Background to the Study
1.1.1 Bilingual Education
1.1.2 Current Status of English Language Learning in China
1.1.3 English Language Programs in China
1.1.4 Models of Mandarin-English Bilingual Education in China
1.2 Statement of the Research Problem
1.3 Purpose of the Study
1.4 Theoretical Framework for This Study
1.5 Objectives of the Study
1.6 Significance of the Study
1.7 Limitations of the Study
1.8 Conclusion

Chapter 2 Literature Review
2.1 Foreign Language and Second Language Learning
2.2 Affective Factors Influencing the Learning of a Foreign Language
2.3 Language Contact
2.4 Language Maintenance
2.5 Language Shift
2.6 Language Attrition
2.6.1 Definition and Taxonomy in Language Attrition
2.6.2 The Relationship between Language Attrition and Language Learning
2.6.3 Language Attrition, Code-switching, and Code-mixing
2.6.4 Hypotheses Related to Language Attrition
2.6.4.1 Initial Proficiency
2.6.4.2 The Threshold Hypothesis
2.6.4.3 Retrieval Failure Hypothesis
2.6.4.4 The Savings Paradigm Hypothesis
2.6.4.5 The Relearning Hypothesis
2.6.4.6 The Regression Hypothesis
2.6.5 Gender as a Factor Influencing Language Attrition
2.6.5.1 Gender Differences in Motivation
2.6.5.2 Gender Differences in Language-based Abilities
2.6.5.3 Gender Differences in Language Attrition
2.6.6 Other So Factors Affecting Attrition
2.6.7 Attrition of Sub-skills
2.6.7.1 Attrition of Listening and Reading Skills
2.6.7.2 Attrition of Writing Skills
2.6.7.3 Attrition of Vocabulary
2.6.8 Previous Studies on Language Attrition over Holidays
2.6.8.1 Rate of Attrition
2.6.8.2 Age as a Factor Influencing Language Attrition
2.7 Conclusion

Chapter 3 Methodology
3.1 Procedure of the Study
3.1.1 Instruments
3.1.1.1 Tests
3.1.1.2 Questionnaire
3.1.2 Sample
3.1.3 Methods of Analysis
3.1.3.1 Computer-aided Analysis
3.1.3.2 Analysis on Linguistic Representation of Vocabulary Attrition
3.2 Conclusion

Chapter 4 Results and Discussion
4.1 Results and Discussion
4.1.1 Research Question 1: Do English language skills attrite after a two-month holiday in terms of speaking, vocabulary, short conversation and passage listening, speed reading and in-depth reading, and writing£¿

4.1.1.1 Self-assessment of Overall English Proficiency
4.1.1.2 Speaking
4.1.1.3 Vocabulary
4.1.1.4 Short Conversation and Passage Listening
4.1.1.5 Speed Reading and In-depth Reading
4.1.1.6 Writing
4.1.2 Research Question 2 : Are there gender differences in English language attrition after a two-month holiday£¿
4.1.2.1 Gender Differences of Attrition in Listening and Reading Skills
4.1.2.2 Gender Differences of Attrition in Writing Skills
4.1.3 Research Question 3 : Are there any differences in both frequencies of so activities and levels of motivation in relation to English use before and during the holiday£¿
4.1.3.1 Motivation
4.1.3.2 So Activities
4.2 Conclusion

Chapter 5 Conclusion
5.1 Overview
5.2 Suggestions for Further Research
5.3 Concluding Remarks
References
Appendices
Biodata of the Author 

   ¾«²ÊÄÚÈÝ
    In a study evaluating attrition among bilingual Japanese children, Fujita £¨2002£© hasargued that a number of factors are seen as necessary to maintain the two languages in thereturnee children. Those factors include: age on arrival in the L2 environment, length ofresidence in the L2 environment, and proficiency levels of the L1. Furthermore, shefound that L2 attrition was closely relat
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