A Study On The Effect Of Frequency Types On Prepositional Construction Acquisition Of Senior High School Students

In order to explore the effect of frequency types on the acquisition of prepositional construction in senior high school students,fifty-six senior high school students in Fujian Province were selected as the subjects for this study.They were divided into two groups with no significant difference in English proficiency and all received six frequency inputs.Then one test of prepositional construction knowledge was conducted after each two frequency inputs to judge the effect on prepositional construction acquisition.The following three questions were asked:(1)How does frequency affect the acquisition of prepositional constructions?(2)Do different types of frequencies have significant differences in the acquisition of prepositional constructions?(3)Is there any difference in the effect on the receptive and productive knowledge of prepositional constructions between frequency types?The results show that:(1)With the increase of the input frequency,the scores of the three prepositional construction tests increase and the acquisition effect strengthens gradually.However,the scores increase greatly from the first test to the second test and then increase slowly from the second test to the third test.(2)There is a significant difference between different types of frequency in the acquisition of prepositional constructions,and type frequency is better than token frequency in the acquisition of prepositional constructions.(3)The acquisition of receptive knowledge and productive knowledge in the changed repetitive group is better than that in the single repetitive group,and the results of pair-wise comparisons show that there are significant differences among the three tests.However,there is almost no significant difference between the second and the third tests in the acquisition of receptive knowledge,while there are always significant differences among the three tests in the acquisition of productive knowledge.