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Chapter two Literature review

This chapter reviews the literature of current research. First, it gives the definitionof some key concepts. Then this paper introduces the application of the input frequencyand phrasal verbs in the domestic and foreign research. What’s more, the theoreticalbasis of input frequency is discussed. Finally, the chapter mentions the defects of inputfrequency and phrasal verbs in the study of second language acquisition.

2.1 Definitions
Frequency is interpreted as the number of occurrences in unit time in Chinese. Inlinguistics, the definition of frequency could be the feature distribution frequencywhich refers to the occurrences of a language item in the discourse or other linguisticmaterials (Richards, J.C., Platt, J. & Platt, H., 2000). According to Harrington andDennis (2002), frequency is not only the feature distribution frequency, but also theindividual experience of language. This article refers to the phrasal verbs’ frequencywhich is the times of one contacting phrasal verbs in learning English.The definition of input can be found in Longman Dictionary of LanguageTeaching and Applied Linguistics: (in language learning) language which a learnerhears or receives and from which he or she can learn. The language a learner producesis by analogy sometimes called “output” (Richards et al, 2000). In this case, inputsimply means what the learner receives. The definition of input frequency wasproposed by Leech (2001) who defined input frequency as the frequency with whichlearners are exposed to language items in the classroom, and an input to learning.There are many types of input frequency around us such as repetition of a wordafter teacher’s reading and text encounters. These inputs were provided by teachers,students, parents, video, TV, printed materials and so on. This paper will present theprinted materials as learners’ input.
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2.2 Previous researches on input frequency and phrasal verbs bothabroad and at home
Lots of empirical studies of frequency which have effects on listening, speaking,reading and writing have been explored. However, empirical studies of input frequencyare quite rare. They are only related to listening and vocabulary acquisition. Andstudies on phrasal verbs also will be showed in this part.Foreign studies of input frequency are relatively less than that of any other fieldsof linguistics.The researches of Jensen and Vinther (2003), Kiewra, Mayer, Kiewra, Mayer,Christensen, Kim, and Risch (1991) were to investigate the effects of input frequencyon listening comprehension. In the former study, 84 Danish sophomores listened to thetarget dialogue three times, and the progress of the listening comprehension had beenmade by comparing the results. In the study of latter, 71 U.S. college students listenedto a lecture for three times. By comparing the three times of student notes andsubsequent information recall test, they observed the student understood the lecturestep by step. Both studies proved that input frequency is helpful for listeningcomprehension.The first study about the effects of input frequency on vocabulary acquisitioncarried out by Saragi, Nation and Meister (1978). They found that native Englishspeakers learned about 75% of German proverbs after reading a novel named AnthonyBurgess's (1962) A Clockwork Orange. They found the number of each proverb’soccur