Shuchen Pei

Nanchong Vocational and Technical College

Abstract：

This study focuses on the first-year students of non-English majors at higher vocational and technical colleges, involving a total of 58 participants. The aim is to explore the specific impact of input frequency and output frequency on the writing ability of vocational college students. There is a close and complex relationship between English writing ability and second language productive knowledge, which is crucial for understanding and improving students' English writing proficiency. The study found that different input frequencies exhibited significant frequency effects in immediate tests of second language chunk productive knowledge. Similarly, different output frequencies produced frequency effects in tests of second language chunk productive knowledge one week later. The study also compared the differences in the impact of different input and output frequencies on the acquisition of second language chunk productive knowledge. The results indicate that input frequency and output frequency each have unique mechanisms in promoting chunk acquisition, with significant differences between them. This study not only enriches theoretical understanding of explicit and implicit teaching and "frequency effects" in the field of second language acquisition but also provides practical insights for chunk instruction. By precisely controlling the frequency of input and output, it can more effectively promote the acquisition and retention of second language chunk productive knowledge, thereby providing strong support for enhancing the overall effectiveness of second language teaching.

Key Words：

input frequency; output frequency; second language chunks; English writing ability