Effects Of Data-Driven Learning On English Lexical Collocation Learning Of Senior High School Students:an Empirical Study

The present study focuses on the effects of Data-Driven Learning (DDL) on lexical collocation learning of high school students. As is known to us, collocation is one of the most important concepts and contents in linguistics. Also, it’s a difficult point to keep students far from native-like level. Influenced by the college entrance examination, the lexical collocations are not regarded as important as the grammatical collocations in high school English teaching, which has led to students’ frequent misuses of lexical collocations. However, the lexical collocations play an important role in improving students’English proficiency.Current research focuses on two perspectives of lexical collocation studies:lexical collocation errors and the reason for the errors, the relations between lexical collocations and language proficiency. From the previous studies, teaching methods and language transfer are the two main reasons for the collocations’misuses and collocations do have a close connection to learners’proficiency. Yet, few empirical studies were conducted on lexical collocation instruction. With the hope of overcoming the shortcomings in traditional collocational study and increasing the students’knowledge of lexical collocations, the study tried to discover how DDL can influence lexical collocation acquisition.Adopting the paper-based DDL method, the study explored the effects of DDL method on high school students’ lexical collocation, aiming to answer two questions:(1) What are the effects of data-driven learning on different types of the English lexical collocation learning?(2) What are the effects of data-driven learning on students’mastery of productive knowledge and receptive knowledge of English lexical collocations?The results showed that students have made an obvious progress in all the three types of lexical collocations. Specifically, students made the greatest progress in verb+noun collocations, while the progress in adverb+adjective collocations is not as obvious as that of the other two types. Students have also made progress in both receptive knowledge and productive knowledge.However, the small sample size and short research period in this study may limit its generalizability.