A Study On Frequency-based College English Vocabulary Teaching Model

In learning theory, frequency is a core issue (Gui2000:95). Nick Ellis concludedthat frequency is thus a key determinant of acquisition because rules of language, at alllevels of analysis are structural regularities that emerge from learners lifetime analysis ofthe distributional characteristics of the language input (2002:144). Frequency exertsinfluence on the transformation from language input to language intake, affecting theproficiency and fluency of language processing. Geoffrey Leech pointed out that fromnow on, there is no reason why any choices regarding learner input, learner performanceand learner evaluation should not be frequency-informed (2011:17). With thedevelopment of cognitive linguistics, psycholinguistics, corpus linguistics and otherdisciplines, the effect of frequency has become a research focus in the field of Linguisticsand Language Teaching.The main emphasis of this study is college English vocabulary teaching underfrequency effect. Under the theoretical guidance of Needs Analysis Theory, InputHypothesis and Output Hypothesis, with the discussion and analysis of the frequencycomponents (vocabulary distribution frequency, text coverage, recurrence frequency andtask frequency), a frequency-based vocabulary teaching model is devised and establishedas follows: In order to explore the effect of the frequency-based vocabulary teaching model, thisstudy conducted a one-semester teaching experiment. Results of vocabulary level tests,final examinations and interviews illustrate that the experimental group made significantprogress in both vocabulary level and the overall level of English, which justify theeffectiveness of the model.In reference to the data analysis and discussion of frequency-based vocabularyteaching experiment, this study draws four conclusions: Scientific vocabulary needsanalysis lays a solid and reliable foundation for subsequent teaching; direct, frequent andsalient teaching of target vocabulary attracts students attention and enhances the effect ofinput; tasks of big amount of involvement facilitates the depth of vocabulary knowledgeprocessing; assessment and feedback guarantees sustainable learning.Three implications for pedagogy and future research are made to bring the study to aclose. For the model s better application in vocabulary teaching, English teachers havemore missions to shoulder. They need to foster corpus analysis awareness and practicetheories of frequency to extend vocabulary learning from classroom work toextracurricular study, guiding and supervising students extensive reading and listeningexercises; and to help students understand and acquire effective vocabulary learningstrategies for their future learning and development.