A Preliminary Study On Data-driven English Grammar Teaching At Senior High School

Traditionally, grammar instruction in the classroom is occupied with explanationand a large number of exercises. Students may not learn grammar positively andinitiatively. In order to stimulate enthusiasm and improve efficiency of learning, studentsneed to adopt autonomous learning model based on abundant authentic languagematerials and also with timely and proper guidance from the teachers. This kind ofinductive learning concept contributed to the birth of Data-driven learning which is basedon corpus. It is firstly put forward by Tim Johns in1991and considered as a challenge tothe traditional foreign language teaching which is usually teacher-or-textbook-centered.After a brief analysis of the present situation of English grammar teaching in seniorhigh school，this thesis introduces corpus linguistics and data-driven learning. The studynot only used data collected from classroom observation, interview and questionnaire todiscuss opinions on data-driven learning and whether to increase interest in learning andlearner autonomy, but also shows examples of how to carry on data-driven Englishgrammar instruction in senior high school.The research mainly conducted in grade one of a senior high school in Ganzhou city.As seen from classroom observation, Data-driven Learning provides language learnerswith abundant authentic materials and the opportunity to explore the language mainly bythemselves. The following questionnaire and interview research reveals that Data-drivenLearning is rarely applied in the senior high school English grammar instruction.Students generally accept and welcome this model, and it also has effects on increasinginterest in learning and learner autonomy. Based on the findings, providing withauthentic language materials in grammar teaching, advocating autonomous learning andwith corresponding guidance can effectively improve the students’ interest in learning.