A Micro-genetic Study Of Frequency Effects On Double Object Verbs

Frequency plays an important role in second language acquisition,but domestic scholars do not focus on frequency effect.The purpose of this study is to prove the importance of frequency effect on the acquisition of double object verbs in junior high school students.The study methods are micro-genetic method and literature research.The researcher observes the two subjects frequently.And the theoretical guidance is the usage-based model and frequency effects.The one purpose is to reveal the individual differences in the acquisition of double object verbs.The other is to prove the hypothesis that "Frequency is the determinant of language acquisition" proposed by Ellis in 2002.Meanwhile,the study tries to find out the best input and output times for the acquisition of double object verbs.There are two subjects who are both from the first grade of junior high school.They are willing to cooperate with the completion of the experiment.The experiment is divided into five stages,namely pre-test,vocabulary input stage,vocabulary output stage,post-test stage,data collation and analysis stage.First of all,the two subjects need mark which levels they are according to the Vocabulary Knowledge Scale(VSK)developed by Paribakht and Wesche in 1997.The purpose of the pre-test is to check whether the target words are new words for the two subjects.The researcher plans six times vocabulary input in the vocabulary input stage.The one subject inputs one time every day.The other inputs two times a day.The researcher explains the meaning and usage of the target words with the help of some examples.The subject should mark the level of each the target words according to the VSK five-level scale before every input.Vocabulary acquisition process of the subjects are observed.The vocabulary output stage is dictation training.The one subject outputs one time every day.The other outputs two times a day.The researcher develops a vocabulary output five-level scale according to the VSK rating scale and quantified scores of one to five points.The subjects have a translation test after one month.The translation test is closely related to the content of the input and output stage.The post-test is to check the long-term memory of the subjects.The post-test contents consists of eight sentences,in which involve the five target words.The researcher checks the authenticity of the those collected dates at this stage.For example,the data shows the subjects are in the four level according to VSK in the vocabulary input stage,that is,he or she knows the meaning of the target words.But he or she fails to write the correct meaning.He will get three scores.The study results show that English vocabulary teaching should focus on vocabulary input.Proper input interval is conducive to vocabulary acquisition.The high frequency input provides learners with more opportunities to contact the target language,helping them to strengthen the analysis of the language distribution characteristics,and gradually realize the law of language input.Input frequency has a positive impact on vocabulary acquisition.As the number of inputs increases,the vocabulary test results generally show an upward trend,which further verifies that vocabulary acquisition is a gradual accumulation process,and the amount of input frequency determines the progress and results of vocabulary acquisition.It also verifies that the hypothesis that "Frequency is the determinant of language acquisition" proposed by Ellis in 2002,that is,frequency has a significant effect on vocabulary acquisition,which requires learners to strengthen their vocabulary input.The output frequency provides the learner with the opportunity to practice and consolidate what he or she has learned.The increase in output frequency has a consolidating effect on the vocabulary acquisition,but only output will affect the long-term memory of the vocabulary acquisition.It can be concluded that the vocabulary acquisition effect is better if input frequency is twice a day,and the input interval is half a day,supplemented by the output consolidation once a day.The learner must input at least four times in succession and output three times to achieve vocabulary acquisition.However,considering the difference in individual changes,some learners can learned new words after three times input.