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Ellis regards frequency as a key determinant of acquisition, which is seen asa controversial claim by other linguists. However, many linguists approve the importance oftask frequency in second language acquisition, and explain the effect of task frequency fromdifferent points of view.1) Connectionism. With the computer simulations, Connection theory shows how theassociative learning works in the complex language environment. The artificial neurons,which are imitated in these models, connect each other and form a vast network. The learningcan be finished by adjusting the connection between neurons. When the learning happens, thenetwork will make comparison between the output and the input. If there is no differencebetween the output and the input, the connection will be strengthened. Otherwise, the networkwill send the information back to the input point to make corresponding adjustment to reduceerrors. In connectionist model, learning is a process in which learners continuously find theappropriate relation between the input and the output, ultimately establish the correct responsepattern. Then learning will be accurately activated in a suitable environment (McClelland,1986: 32).The process of language learning is visually displayed through the computer simulation.Language learning is nothing more than a process in which the relation of the languagecomponents appears in the same time gradually strengthened. Only through continuouslylearning and adjusting, the regularity of language input can be gradually presented. Then it isa successful acquisition.2) Cognitive theory. Newell & Rosenbloom’s (1981) Law of Practice is a representativeof Cognitive theory’s elaboration about the frequency. According to this rule, human’slearning and improvements of skills rely on repetition. The logarithm of the time to completea task and the logarithm of practice time’s ratio is close to a straight line in a coordinatesystem. In other words, as the practice increases, the time to complete the same task will begreatly reduced. However, this line will eventually deviate from the original track and be flat,indicating that after a certain period of practice, the learning rate begin to decline and there isno significant progress. Nell & Rosenbloom’s Law of Practice covers all the skills of humanlearning, from the sensorimotor to the purely mental activity, and from manufacturing cigarsto solving geometry exercises, all-encompassing.In addition, some language-auto theories also attach importance to task frequency(Anderson, 1992; Logan, 1990; Shiffrin & Schneider, 1977). These theories point out thatthere are two kinds of process when people deal with the information, that is, controlledprocessing and automatic processing. The controlled processing is slow, inefficient andstrenuous. But on the contrary, the automatic processing is fast, efficient and labour-saving.When the former is used, the learner should concentrate their attention and spirit, which isoften reflected in learning a new task. While the latter happens unconsciously and often isembodied in the proficient skills. From the controlled processing to the automatic processing,the key is to repeat the practice. With the task frequency increasing, the attentional resourcesare released and then people can even take multiple tasks at the same time. When learners candeal with the task automatically, it is considered that the task has been acquired. What’s more,task frequency can not only help le