浙江大学肖忠华语料库session 13.pptVIP

Frequency It would be inappropriate for language teachers, syllabus designers, and materials writers to ignore ‘compelling frequency evidence already available’ (Leech 1997: 16) ‘Whatever the imperfections of the simple equation “most frequent” = “most important to learn”, it is difficult to deny that frequency information becoming available from corpora has an important empirical input to language learning materials.’ Frequency can at least help syllabus designers, materials writers and teachers alike to make better-informed and more carefully motivated decisions (cf. Gavioli and Aston 2001: