输入频次与输入间隔对英语短语动词习得的影响

How Input Frequency and Input Interval Affect the Acquisition of English Phrasal Verbs

输入频次和输入间隔均为词汇习得领域关注的话题,但较少研究同时考察两者对句子语境下短语动词习得的影响。本研究比较了3种输入频次和3种输入间隔条件下270名高中生习得短语动词的接受和产出性形义知识的成效。4项测试结果一致表明,输入频次的叠加显著促进了短语动词的习得,其效果均为:6次>4次>2次;输入间隔在频次突破阈值后发挥了显著作用,其效果均为:间隔1天>间隔0. 5天>间隔3天。本研究结论对如何依据频次和记忆理论提高基础阶段英语短语动词的教学效率有一定的启示。

Both input frequency and input interval are topics of interest in vocabulary acquisition research,yet very few empirical studies have examined the impact of both on the acquisition of phrasal verbs in sentence context.The present study investigates how 270 senior high students acquired the receptive and productive morphological knowledge of phrasal verbs in sentences under the conditions of 3 input frequencies plus 3 input intervals.The results of 4 tests consistently show that cumulative input frequency significantly promotes the acquisition of phrasal verbs and the effects are:6 times>4 times>2 times;the input interval plays a significant role after the input frequency exceeds the threshold,and the effects are:1 day interval>0.5 day interval>3 days interval.The findings of the study have implications on how to improve the teaching efficiency of English phrasal verbs in senior high school based on frequency and memory theory.