A Study On A Data-driven Learning Model Of Teaching English Vocabulary At Senior High School

It has become an acknowledged fact that vocabulary plays such an essential andvital role in the whole process of the language learning and teaching that it has directlyimpact on the improvement of the four skills. However, at present, there are existingsome factors, which exert negative influences in the acquisition of the vocabulary inEnglish language classroom instruction. Especially at senior high school, Englishvocabulary acquisition and teaching follows traditional ways that vocabulary islearned and presented in isolation with more focus on the mechanical drills and rotememorization. Consequently, teachers spend a lot of time and energy, but the effect isundesirable. What’s worse, students are in a passive role which violates the conceptof "student-centered" thinking.With the advent of information age and the advancement of the computertechnology, the last decades have witnessed the rapid growth of corpora. Taking theadvantage of the abundant linguistic materials from corpora and advancedconcordance software, a new field has been opened up for the language pedagogy.Technology enhancements have made corpora more widely available, as well asprovided more powerful tools for their use.Under such conditions, a corpus-based learning method, Data-driven learning(DDL) was proposed. DDL, characterized by authentic input, discovery learning andautonomy learning, has drawn much attention. It is regarded as a new corpus-basedapproach to foreign language learning and teaching (FLLT) and a challenge to thetraditional FLLT, of which it is usually teacher-or-textbook-centered.This study will bring the corpus to the real English class and reports theapplication of DDL model to the English vocabulary teaching at senior high school.Taking the opportunity of the short term internship at senior high school, firstly, theauthor carefully observed the situation of the real classroom instruction and revealedthe current status and existing problems in the English vocabulary teaching at seniorhigh school, attempting to arouse the concerns of teachers and aiming at improvingthe effectiveness of the teaching vocabulary.It then explores how to apply the self-built corpus and the theory of DDL to the English vocabulary teaching at senior high school with the aim of exploring a moreeffective lexical teaching method, DDL. In this study, the author give in-depth insightsinto the use of DDL model at senior high school and provide concrete cases in how tointegrate DDL model to English vocabulary teaching.Last but not least, this study can also be regarded as a new perspective and anexperiment of informing the teachers and learners on how to make fully use of DDLmodel at senior high school, as it is said "it is better to give them the fishing than justthe fish”.