A Study On The Effect Of The Data-driven Learning Model On English Vocabulary Teaching And Learning In High School

In senior high school, the vocabulary teaching and learning is vital to the teachers andstudents. However, teachers and students face some problems about vocabulary as follows:for teachers, they encounter the problems, such as the heavy tasks, the less teaching hours andthe low effective of teaching and so on; for students, how to use vocabulary correctly andappropriately is the main problem. In the traditional teaching model, teachers often use themethod of deductive reasoning which is boring and ineffective and not beneficial for thedepth and long term memory of vocabulary. Therefore, it is necessary to find a new teachingmodel which has new concepts and methods.“New English Curriculum for Chinese Senior Middle Schools (For TrialImplementation)” points out that in order to increase the effectiveness of teaching andlearning, teachers should make use of modern technology to expand the range resources andopportunities through which students can learn. Therefore, this thesis introduces theData-Driven-Learning model (DDL) which is mainly based on the corpora and concordancesoftware into the senior high school classroom and discusses how to use the data-drivenlearning model to instruct senior high English vocabulary teaching and learning.This thesis is divided into five chapters. Chapter one is the introduction. This chapterstates the research background and structure of the study and lists the purpose andsignificance of implementing data-driven learning model in English vocabulary in senior highschool. Chapter two is literature review which introduces data-driven learning and thedata-driven learning model in details, states the theoretical basis of the data-driven learningmodel, and then summarizes the Chinese and foreign scholars’ current researches on thedata-driven learning model to establish foundation of this study. Chapter three states theresearch questions, research design and research procedures of the thesis from the empiricalperspective. The research lasts three months. Firstly, the author selects two classes randomlyas the experimental class and the control class; the two classes come from the first grade ofthe Third Senior High School of Liao he Oilfield in Pan Jin city of Liaoning province. In theexperimental class, the data-driven learning model has been implemented, while in the controlclass, the students are taught with the traditional teaching and learning model. The authoradopts the pre-test, the post-test to observe the effects of the two methods of learning onbreadth of vocabulary learning and vocabulary memory. At the same time, the author surveysthe students’ attitudes on the data-driven learning model through the interview. Chapter fourfirstly analyzes the collected questionnaire, and then makes a summary and analysis on thestudents’ scores before and after the implementation of the data-driven learning model. As expected, the experimental results prove that the data-driven learning model is conducive tothe students in their vocabulary learning, especially on the aspects of deepening thevocabulary knowledge. Then the author discusses on the promoting effects of theimplementation of the data-driven learning model, the change of the roles of the teachers andstudents and the advantages and influences of the data-driven learning model. Chapter fivemakes a summary and lists the limitations of the study.