An Experimental Study Of The Effects Of Input Intervals Of Type Frequency On Senior High School English Vocabulary Knowledge

Although vocabulary plays a decisive role in second language learning,the effect of vocabulary teaching in senior high school is not satisfactory.Most high school students find it difficult to memorize words and use them properly.In recent years,frequency,an effective means of language input,has attracted the attention of second-language vocabulary researchers.A large number of empirical studies have confirmed the positive effects of type frequency on vocabulary,but ignored the influence of input intervals on vocabulary learning.Therefore,based on Krashen?s Input Hypothesis and Usage-Based Theory,a tentative study was conducted to explore quantitative evidences for the effects of different input intervals of type frequency on Chinese senior high school students? English vocabulary knowledge.Based on this,two research questions are raised:(1)What are the effects of different input intervals of type frequency on senior high school students? English vocabulary knowledge? What are the specific effects on receptive knowledge and productive knowledge?(2)What are the effects of different input intervals of type frequency on the retention of senior high school students? receptive knowledge and productive knowledge respectively?100 students from two parallel classes,grade two students from a senior high school in Jieyang participated in the present research.They were set as the experimental group and control group respectively.Instruments used in the present research involved 6 vocabulary knowledge tests and a delay vocabulary knowledge retention test.The experimental group performed 6 vocabulary inputs with the intervals of 1 hour,8 hours,1 day,2 days,and 6 days,while the time intervals of the control group were set 3 times a day,namely,in the morning,at noon and in the evening.The tests corresponding to each vocabulary input were performed before the next vocabulary input and the delay test was carried out a month later.The quantitative data of 6 vocabulary tests and a delayed test in two groups were collected by the author.One-Way between groups ANOVA was made to detect whether there was significant difference among 6 vocabulary tests of two groups respectively and the curve of 6 tests was plotted to compare the trend of two groups.The peak scores of each group and the scores of the delay test were respectively analyzed through Independent Samples T-Test to observe the probable differences between two groups.The results reveals that there is significant difference among 6 tests in both two groups;the peak scores of the experimental group are higher than that of the control group and there is significant difference between them.According to the analysis of two parts of the test,there is significant difference throughout 6 tests in both two groups in terms of receptive knowledge,but there is no significant difference between two groups;as for productive knowledge,there is significant difference in the experimental group but not in the control group,and the score of the experimental group is significantly higher than that of the control group.In the delay test,there is significant difference between two groups on receptive and productive knowledge.Based on the findings,it is concluded that:(1)Chinese senior high school students are able to make considerate advances with the input increase of type frequency;(2)The effect of two different input intervals on receptive knowledge almost remain the same;as for productive knowledge,the effect of the input intervals based on Ebbinghaus Forgetting Curve is better than three times a day;(3)Whether it is receptive knowledge or productive knowledge,the retention of vocabulary knowledge of the input intervals based on Ebbinghaus Forgetting Curve is significantly better than three times a day.Some pedagogical implications are put forward based on the findings of the present study.Firstly,it is necessary for teachers to consciously increase the recurrence rate of new words by providing different authentic contexts so as to promote the automation of vocabulary knowledge.Meanwhile,teachers are supposed to pay attention to the intervals of vocabulary input so that the effect of frequency is fully utilized.Besides,the combination of input and output might have a better effect for the retention of vocabulary knowledge.