The Effects Of Input Frequency In English Textbooks On Chinese Senior High School Students' L2 Acquisition Of Preposition In

English prepositions are notorious for its complicated semantic system,which poses challenges for L2 learners.In China,English textbooks are the most important sources in the process of L2 acquisition of English.Therefore,the input frequency in English textbooks might have an effect on L2 acquisition of semantics of prepositions for learners.Input frequency is one of the important factors in L2 acquisition.How input frequency makes an effect on L2 acquisition,especially on L2 lexical acquisition,has long been a concern.Ellis(2002)proposes a frequency-centered L2 acquisition theory,which ignites a deep interest in the exploration of the effects of input frequency by researchers at home and abroad.In the aspect of L2 lexical acquisition,most of the linguists pay their attention to the effects of input frequency on L2 acquisition of content words,but few of them explore the influence of input frequency in English textbooks on L2 acquisition of semantics of function words,especially prepositions.Within the framework of cognitive linguistics,the thesis will explore the effects of input frequency in English textbooks and L2 proficiency on L2 acquisition of spatial and metaphorical semantics of in for Chinese learners in senior high school.The research is divided into two steps.Firstly,New Senior English for China Students' Book 1-5,by People's Education Press,are chosen.On the basis of the studies of Ma(2007)and Tyler & Evans(2004),the researcher collects and analyzes spatial and metaphorical semantics,and explores different input frequencies of semantics of in in English textbooks.Secondly,altogether 120 students of Grade Two in××No.1 Middle School are selected to attend a preposition test.During two years of study,all students have taken four formal English examinations including two mid-term examinations and two final examinations.According to the average scores of students from four English examinations,they are divided into high,intermediate and low groups.Students are chosen to participate in a preposition test when they finish learning Book 5.All spatial and metaphorical semantics of in in the preposition test are selected from all the five English textbooks.After the preposition test,the researcher analyzes the results for the use of semantics of in by learners quantitatively and qualitatively.The study has found that:(1)The effect of input frequency in English textbooks on L2 acquisition of different spatial semantics of in is significant,but there is no linear increase in the use of in with the rising of input frequency of spatial semantics of in in English textbooks.The effect of input frequency in English textbooks on L2 acquisition of different metaphorical semantics of in is not significant,and there is no linear increase in the use of in with the increase of the input frequency of metaphorical semantics of in.With relevant theories and a post-test interview,prototypicality,L1 transfer,the distribution of semantics of in in English textbooks and students' notice are found to be the main factors inhibiting the effects of input frequency in English textbooks on L2 acquisition of spatial and metaphorical semantics of in.(2)The effect of L2 proficiency on the acquisition of spatial semantics of preposition in is significant.The acquisition of spatial semantics of in is more successful as L2 proficiency advances.The effect of L2 proficiency on the acquisition of metaphorical semantics of preposition in is significant.And the acquisition of metaphorical semantics of in is more successful with the improvement of L2 proficiency.With relevant theories and a post-test interview,motivation,the use of textbooks,and the effective learning methods are found to be the main factors influencing the acquisition of spatial and metaphorical semantics of preposition in for Chinese students in senior high school.(3)On the whole,there is no significant interaction effect of input frequency in English textbooks and L2 proficiency on L2 acquisition of spatial semantics and metaphorical semantics of in.The influences of input frequency in English textbooks on L2 acquisition of spatial and metaphorical semantics of in are not inhibited by L2 proficiency.The current research will have theoretical and practical implications for the studies of input frequency and acquisition of preposition.It provides some suggestions for the compilation of senior English textbooks,the teaching methods of semantics of prepositions and the acquisition methods of semantics of prepositions.