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Abstract
Abstract: The main idea that usage-based approaches to language learning provide is frequency-driven learning from the input. This study aims to investigate the effects of different input conditions and frequency on Chinese undergraduates’ learning of ESP constructions by adopting both quantitative and qualitative methods. Eighty participants were divided into three groups, namely no enhancement group, enhancement group, and enhancement plus interpretation group，fifteen of whom had retrospective interviews. Three different tests of construction knowledge were used to assess gains after treatment: form recall, form recognition and interpretation. The findings show that first, after two rounds three conditions led to significant gains in three tests. Furthermore, a paired-samples t test showed that the three test scores between three exposures and six exposures were significantly different. Finally, high-level groups performed significantly better than low-level groups in interpretation tests, while low-level groups did significantly better in the other two tests. The results indicate that input frequency and visual enhancement have a combined effect on ESP construction learning. Low proficiency learners focus more on form processing, whereas high proficiency learners process meaning more effectively.
Key words: input conditions, frequency, construction of English for specific purpose (ESP)
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