英语论文网

rences in the book is related to the acquisition，and the learners have a consistentacquisition when the proverb occur 10 times. Jenkins, Stein and Wysocki (1984) alsofound that the number of exposure to vocabulary is proportional to the learning of thevocabulary in different contexts. The effect of exposure 10 times and 2 times isdifferent, and more than 10 exposures to vocabulary have a significant effect on theacquisition. But they did not consider the role of intermediate frequency. 
.........

Chapter three Research methodology.... 18
3.1 Research questions....... 18
3.2 Subjects.........18
3.3 Instruments........... 19
3.4 Data collection......24
Chapter four Results and discussions.....25
4.1 college students’ acquisition of phrasal verbs.......25
4.2college students’ acquisition of receptive and productiveknowledge........32
4.3 verbs in themode of verbatim repetition and varied repetition.....41
Chapter five Conclusion...........51
5.1 Major findings...... 51
5.2 Pedagogical implication....... 53
5.3 Limitations of this study.......55
5.4 Suggestions for future study.........55

Chapter four Results and discussions

The results and discussions of this study will be explored in this chapter in orderto answer the questions presented before. The effects of input frequency on collegestudents’ acquisition of phrasal verbs after 12 inputs, the effects of input frequency onreceptive and productive knowledge acquisition, as well as different effects of differentmode of input frequency will be explained in detail. These results and discussions aredivided into three parts in this chapter, demonstrating the answers.

4.1 The effects of input frequency on college students’ acquisition ofphrasal verbs

The first question is whether the input frequency has an effect on the acquisitionof the college student's phrasal verbs. If there is an effect, which is the best frequency?Based on the previous research data, it is assumed that the input frequency has asignificant impact on the acquisition of the phrasal verbs; the optimal input frequencyis 12 times. In order to answer the questions and verify the hypothesis, four tests’scores of 71 subjects were used in SPSS for data analysis. The data are analyzed andprocessed by repeated measures ANOVA. This part mainly uses the tables ofdescriptive statistics and pairwise comparisons as well as a figure of line chart toillustrate the results.Table 4.1 presents the mean scores and standard deviation scores of the four testsof group A. According to the table, the mean scores of four tests are 4.57, 9.83, 18.09,and 23.86 respectively. In addition, table 4.2 indicates a significant difference amongthe four tests (F=59.07, P < 0.05). The data implies with the increase of input, the testscores of 35 non-English majors in group A are higher than their previous test results.

.........

Conclusion

This chapter is a summary of the paper. The first part introduces the main findingsof the experiment; the second part illustrates the application of input frequency on theacquisition of phrasal verbs in the teaching process; the third part puts forward thedefects of the experiment; the fourth part proposes suggestions for future research.The main findings of the study are as follows:First, the input本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。