An Empirical Study Of Data-Driven Learning In English Attributive Clause Instruction In Senior High Schools

This study attempts to take attributive clause as the research target and explore the application of DDL in English grammar teaching.Data-driven learning(DDL)is a new teaching method based on corpus.With the advancement of corpus linguistics,the corpus-based grammar instruction is a current research focus both at home and abroad.The domestic English grammar teaching in senior high schools is still not satisfactory,such as lower interest,limited language materials and irrational teaching methods.The research about DDL in China mostly stays at the level of theory and design,and there are few empirical studies of grammar instruction in senior high schools.Based on the theory of Noticing Hypothesis,Grammaring and Autonomous Learning,this empirical study attempts to answer three questions: 1)What are the effects of DDL on AC comprehension of senior high school students? 2)What are the effects of DDL on AC production of senior high school students? 3)What are the effects of DDL on AC learner autonomy of senior high school students? Two parallel classes of Grade One in a senior high school were involved in 8-weeks experiment.DDL was adopted in experimental class and the deductive method was employed in control class.A pretest and an immediate posttest were given to both of two classes,and a delayed posttest,a pre-questionnaire and a post-questionnaire were given to experimental students.All these data were analyzed by SPSS 21.0.The findings are: 1)DDL affects AC comprehension more efficiently,whose advantageous procedures and features conform to the significant factors of AC teaching and the theory of Noticing Hypothesis and Grammaring;2)DDL influences AC production more effectively.Although both classes have improved,the experimental classes have made greater progress;3)DDL improves AC learner autonomy of the experimental participants to some extent.Although DDL promoted leaners’ capability,motivation,and experimentation,it did not improve dependence since learners still needed to depend on teachers and peers.Overall,DDL exerts a positive effect on AC instruction.It is a adoptable teaching method.In view of the limited participants,experiment implementation and teaching design,there are some limitations of the conclusion.The number of participants,the experiment period,the teaching materials and so on should be improved in further studies.