Influence Of Chinese High School Students Learning English Vocabulary Corpus Driven Teaching

It is known to all that vocabulary teaching plays an important role in secondlanguage teaching. In Chinese high school English vocabulary teaching, people cometo realize the drawbacks of traditional vocabulary teaching and begin to explore moreeffective vocabulary teaching methods.With the development of corpora technology, a vocabulary teaching method basedon the principles of corpora research, namely Data Driven Learning or Data DrivenTeaching Approach (referred to as DDL), has gained more and more attention in thefield of foreign or second language teaching. DDL is an deductive vocabularyteaching method stresses that students acquire vocabulary knowledge by observingand analyzing large amount of language concordances from a real language corpora.In related studies, much attention has been paid to DDL’s effect on college students’vocabulary knowledge development. However, DDL vocabulary teaching hasn’tgained an equivalent attention in high school English classes as it does in college level.In order to find the differences of effect of3P and DDL, the research questions of thispaper are put forward as follows:(1) Can DDL and3P approach promote Chinese high school learners’ Englishreceptive and productive vocabulary knowledge?(2) Are there any significant differences between the results of DDL and3Papproach in promoting Chinese high school learners’ receptive and productivevocabulary knowledge? Which one is more effective?In order to find the answers to the research questions, the author designed anexperiment, in which60Senior One students of Zhengzhou No.2Foreign LanguageSchool were chosen as the subjects and randomly selected and divided into the controlgroup and experimental group．The two groups use the same ten target words and areinstructed by the researcher of this study．The experiment lasts3weeks，during whichDDL implemented in the experimental group while the traditional3P approach in thecontrol group．The main tools of the research are experiment and data analysis. Theresults of this research indicates that:1) both DDL and3P approach can promote Chinese high school learners’ English receptive and productive vocabulary knowledge,2) there are significant differences between the results of DDL and3P approach inpromoting learners’ English receptive and productive vocabulary knowledge. DDLcan better improve students’ acquisition of vocabulary knowledge．Finally, the author discussed the reasons that caused the results under thetheoretical basis, and gave some advice and suggestions on teaching and curriculumdevelopment.