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hich  emphasized  the  function frequency.  Firstly,  He  pointed  out  that  human language  study  should  regard frequency  as  its center. He stated：‘‘Frequency is the crucial point of language acquisition because language rules are originated from  learners’ analysis of the characteristics of language distribution.” Secondly,  language  acquisition  is  exemplars  based.  It  is  the  piecemeal  learning  of  many thousands  of  constructions  and  the  frequency-based  abstraction  of  regularities  within  them. Having a good command of language knowledge doesn’t only rely on the abstract grammar rules, but  also on the memory storage of the exemplars that have  ever occulted in our mind. Thirdly, he believed that language learning is an associative learning. Learners should find out the  relationship  between  language  forms  and  their  functions.  And  frequency  plays  an important  role  in  establishing  this  relationship.  Learning  languages  need  to  practice  them repeatedly,  not  only  depends  on  the  declarative  knowledge  (Ellis,  2002).Ellis  regarded frequency  as  a  key  determinant  of  second  language  acquisition.  Following  his  theory,  many linguists  have  made  some  studies  on  the  effects  of  frequency  and  found  its  importance  in linguistic study. 
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2.2 Related Studies on Frequency Effects 
Although studies of frequency effects abroad had an early start, but compared with other filed,  they  were  relatively  fewer  than  others  field.  Language  skills  are  concerned  with language  listening,  speaking,  reading  and  writing,  but  studies  on  the  effects  of  practice frequency  in  language  writing  are  fewer  than  the  three  aspects.  Lynch  and  Mc Lean  in  2001 came up with an ingenious design that students should introduce the  content of the poster to the other groups’ students who went by the poster. In this way, the task is repeated many times, the results are found to have significant help no matter advanced students or low-level students. Arevart & Nation (1991) and Nation (1989) designed a 4/3/2 practice way to improve the fluency  of  learners’  oral  English.  Learners  were  asked  to  repeat  the  same  story  to  three different  people, each  time decreased  one  minute, from  4mintues  to  three  minutes,  then to  2 minutes.  The  study  had  revealed  that  using  the  same  materials,  learners’  performance  on spoken frequency was beyond their levels as usual. In addition to oral frequency, some of the researches examined other aspects of oral expressio本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。