This longitudinal study investigated the impact of different Frequency Patterns (FP) on the syntactic production of a six-year-old EFL learner in a home context. Target syntactic constructions were presented using games and plays and were traced for their occurrence patterns in input and output. Following each instruction period, the constructions were measured through immediate and delayed oral tests for their effects on the oral production. Instructional and measurement sessions were audio-recorded and transcribed into instruction and measurement corpora. Based on their occurrence rates in input and output, target constructions were categorized into High Input/High Output (HIHO), Low Input/Low Output (LILO), High Input/Low Output (HILO), and Low Input/High Output (LIHO) frequency patterns. Friedman procedure revealed significant differences among the learner’s production scores of the constructions with varying FPs. Wilcoxon signed-rank test located significant differences between the constructions with LILO and HIHO and those with HILO and HIHO frequency patterns. The study found that HIHO frequency pattern, in comparison, was the most efficient in developing productive acquisition of syntactic constructions by an EFL young learner. That is to say, instructor's input coupled with learner's output in the form of prompted, reformulated or spontaneous language, played a key part in heightening syntactic production of English as a foreign language. The findings can cast more light on the constantly debated issue of Teacher Talk Time (TTT) and Student Talk Time (STT) and it can be concluded that there should be a balance between TTT and STT so as to yield optimal L2 production gains.
