Second Language Attrition Brief Summary: Kathleen Bardovi-Harlig and I have developed a model for longitudinal assessment of second language attrition, in order to identify which aspects of linguistic knowledge and performance are more vulnerable during periods of disuse. The diagrams reproduced on the following pages illustrate: (i) the proposed model and (ii) possible applications of this model to different populations. i) General model of variables and requisite schedule of assessment in tracking populations of L2 returnees. Original source: Bardovi-Harlig, K. & Stringer, D. (2010). Variables in second language attrition: Advancing the state of the art. Studies in Second Language Acquisition, 32 (1): 1-45. ii) Examples of tracking possible subject groupings over group-specific time periods. Original source: Bardovi-Harlig, K. & Stringer, D. (2010). Variables in second language attrition: Advancing the state of the art. Studies in Second Language Acquisition, 32 (1): 1-45. We have recently developed our conceptual framework to include an expanded notion of the lexicon as a vast repository of phrases, idioms and conventional expressions, such that procedural knowledge of syntax is embedded in lexical memory (Bardovi-Harlig & Stringer, under review). The next stage of our attrition work will be to focus on empirical research, contributing to the field by adding new evidence.Factors of personal characteristics, language knowledge and use age aptitude Factors of input motivation explicit knowledge Variables literacy duration/nature duration/nature duration/nature oral competence of initial instruction of immersion of reduced input sociopragmatics use attainment Stages of Period 1: Period 2: Period 3: attrition Predeparture/instruction Host country Reduced input study Formal assessment 1 Formal assessment 2 Formal assessment 3+ Background questionnaire 1 Background questionnaire 2 Background questionnaire 3 Figure 1. General model of variables and requisite schedule of assessment in tracking populations of L2 returneesPopulation 1: International graduate students Time Period 1: Period 2: Period 3: periods Instruction in home country Host institution Reduced input Within-subject high proficiency high contact with NS no input groupings intermediate proficiency low contact with NS occasional input Population 2: Intensive pre-departure instruction group Time Period 1: Period 2: Period 3: periods Intensive course Host country Reduced input Within-subject high performance formal instruction no input groupings low performance no formal instruction occasional input Population 3: University students enrolled in language classes Time Period 1: Period 2: Period 3: periods Instruction during semester Summer vacation Return to school Within-subject 2 semesters completed no input continuing study groupings 4+ semesters completed occasional input cessation of study Population 4: Children without prior L2 experience enrolled in public elementary schools in host country Time Period 1: Period 2: Period 3: periods Host country Reduced input on return Relearning Within-subject Immersion/instruction no input relearning in home country groupings Immersion/no instruction occasional input return to host country Timing of Formal assessment 1 Formal assessment 2 Formal assessment 3+ assessment Background questionnaire 1 Background questionnaire 2 Background questionnaire 3 Figure 2. Examples of tracking possible subject groupings over group-specific time