Effects Of Data-Driven Learning On The Acquisition Of There-Be Structure By Middle School Students:an Empirical Study

Data-driven learning (DDL) was put forward by Tim Johns, whose target was to encourage learners to discover language rather than "to be taught". So far data-driven learning method has mainly included two kinds:computer-based and paper-based. The former one needs operating with the aid of computer, has a certain demand for learners’computer capacity and is suitable for college students; the latter needs teachers to prepare the necessary materials before classes, uses the form of paper-based materials in classes and is suitable for the low-level students such as senior and junior students. The method can help students improve their induction ability effectively and master the accurate and authentic language. In addition, it can develop students’thinking and reasoning ability and autonomous learning ability.There-be structure is not only a common form of existence sentences but also a important point for middle school students in English learning. As a particular sentence pattern in English, There-be structure has been highly concerned by many scholars, and they have made researches of it from theoretical perspective, but only a few of them have made researches on its acquisition.This thesis aims to study the effects of DDL on There-be structure learning of middle school students. The research subjects are 60 seventh grade students, the control group was taught in a usual way, while in the experimental group, the last twenty minutes of the classes was used DDL method, the students in experimental group were given over to observing the printed materials. The main research questions are:1) What are the effects of data-driven learning on There-be structure acquisition? Is it more effective than the traditional teaching method?2) What are the effects of data-driven learning on experimental group? As for high-score group and low-score group, which group improves more?According to the research, DDL teaching method is more significantly effective than traditional teaching method, and in the experimental group, the high-score group students improve more than the low-score group students.