该研究考察输入频次类型对中国大学生英语语义韵学习的影响，并分别考察该频次效应与外显学习和内隐学习的关系。北京某大学69名本科生参加了不同频次（高语类或高语符）输入的语义韵学习对比实验，测量工具包括短语判断测试、问卷和访谈等。结果显示，高语符频次比高语类频次在一定程度上更能促进英语语义韵的学习，且该频次效应对内隐学习影响较大。研究发现语类频次对能产性的促进作用要以一定量的语符频次为基础。

This paper addresses effects of frequency types in language input on semantic prosody learning by Chinese Tertiary EFL learners, with a secondary consideration of the frequency effects on explicit and implicit learning. Sixty-nine university undergraduates in Beijing participated in the experiment aiming at comparing the learning of English semantic prosody when exposed to different input frequencies (high type frequency or high token frequency), with a phrase judgment test, a questionnaire and a stimulated recall as research instruments. The results demonstrate that high token frequency input is to some extent a stronger catalyst than high type frequency input to semantic prosody learning; the above mentioned frequency effects are significant in implicit learning. The findings are that a certain amount of token frequency underlies the productivity of type frequency.