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tudy, therefore, refers to the learner's repeated exposure to the target language throughvarious channels (D. D. Zhou, 2005). In the present study, input frequency specificallymeans that participants were repeatedly exposed to the same target MWVs throughvisual input.
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2.2 Theoretical Background
Nobody can underestimate the effects of frequency. For most Chinese students, thefirst practice of learning the first foreign language is taking advantage of frequency.Words, phrases, and sentences are read aloud again and again. The simple practice ofrepetition has brought about large numbers of successful foreign language learners. TheAudio-Lingual Method also calls on the simple way of repetition practice, yet it wasthen criticized by nativists who emphasized learners' inborn ability instead of effort.With the influence of psycholinguistic and cognitive linguistics, the effect of frequencyis being discussed again. Especially since 2002 when Professor Nick Ellis published theessay Frequency Effects in Language Processing, more attention has been drawn backto the topic.Recognition of the importance of frequency has started early in history.Bloomfield (1933，p. 392) claimed, “Fluctuation in the frequency of speech-forms is afactor in all non-phonetic changes". During the period prevailed by behaviorism,frequency was considered as the core concept of the stimulus-response mode. Based onthe behaviorist principles of learning, Lado (1957, 1964) believed in second languagelearning grammatical structure was a system of habits. His Audio-Lingual Method(ALM) (Lado, 1948, 1964) involved mindless repetition and meaningless drills, withunmotivated learners interacting with teaching machines using far from authenticmaterials, which was considered as only a blinkered and limited implementation oftheories of frequency (N. Ellis, 2002a).
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Charpter Three METHODOLOGY......... 16
3.1 Research Questions........ 16
3.2 Participants ........16
3.3 Instruments........   17
3.4 Data Collection........ 21
3.5 Data Analysis ........22
Charpter Four RESULTS AND DISCUSSION........ 23
4.1 Learners' Acquisition of MWVs........23
4.2 Learners' Acquisition of Receptiveand Productive ........ 27
4.3 EFL Learners' Acquisition of MWVs inthe Mode........ 36
Charpter Five CONCLUSION ........49
5.1 Findings of This Study ........49
5.2 Implications of This Study........ 51
5.3 Limitations of This Study........ 52
5.4 Suggestions for Future Study ........52

Charpter FourRESULTS AND DISCUSSION

4,1 The Effects of Input Frequency on EFL Learners，Acquisition of MWVs
The first research question is whether input frequency has any effect on EFLlearners' acquisition of MWVs. In practice, to solve this problem is to find out whetherdifferent times of participants' exposure to the target MWVs lead to different results. Inorder to answer this question, I analyzed three test scores of 66 participants in repeatedmeasures ANOVA. The descriptive statistics are shown in Table 4.1. Table 4.2 Bonferroni' s analysis of three test scores suggest that differencesbetween every two tests were significan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。