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ostly covers the key findings of the study,which support thepositive effects of input frequency on students'acquisition of phrasal verbs in juniorhigh school.The study aims to determine whether differences appear as inputfrequency increases,whether these effects result in differences in the acquisition ofphrasal verbs concerning receptive and productive knowledge,and whether the effectsof different input frequency mode—verbatim repetition and varied repetition,aredifferent from one another.The author selected 120 junior high school students andgave them three to nine inputs in order to study these questions.Testing was doneafter input.It was discovered that the results of the test varied.In particular,thefollowing three key conclusions are presented:

First of all,the aforementioned figures demonstrated that input frequency had apositive impact on the acquisition of English phrasal verbs,and six times was theideal input frequency.As the frequency of input increased from three to six times,theparticipants'acquisition was consistently improved.In other words,the morefrequently(within six times)the participants were exposed to the phrasal verbs,thebetter effects of phrasal verb acquisition were.However,the acquisition of phrasalverbs showed rapid growth initially and then dropped slightly as inputs increasedfrom six to nine times.According to the study,acquiring phrasal verbs does notsignificantly increase with an increase in exposure to nine.The same conclusion issupported by yet another comparison to Webb's(2007)findings.Gains did not risewith the number of exposures as quickly as in Webb's trial.The qualitative findings ofthe retrospective interview also showed that participants who were exposed to phrasalverbs six times had a greater understanding of their meanings and usages.Therefore,six times was the ideal input frequency for junior high school students to acquirephrasal verbs in this study.

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