An Empirical Study Of Senior High School English Vocabulary Learning Based On Data-Driven Learning

This thesis mainly does an empirical study of senior high school English vocabulary learning based on data-driven learning. There are many researches of vocabulary learning mainly focusing on the breath learning while few on the depth learning. Besides, most empirical studies of data-driven learning have mainly been conducted in graduate and post-graduate students while few on lower level learners. The data-driven learning approach has many advantages like providing large amount of authentic languages and helping learners acquire depth knowledge of vocabulary through discovery learning. Thus, it has positive significance in applying data-driven learning on senior high school English vocabulary learning.Based on input theory and constructive learning theory, this thesis makes a research on the following questions:1) Compared with traditional deductive learning approach, whether the data-driven learning approach has better effect on high school vocabulary leaning in general? 2) Whether data-driven learning has better effect on the depth learning of vocabulary? 3) What’s students’attitude toward data-driven learning? In the experiment, two parallel classes of grade 11 students in Changsha are chosen as experiment class and control class using data-driven learning and traditional approach separately in studying key words of senior high school vocabulary for one month. Then, the author uses post-test to get students’scores of vocabulary and a questionnaire to know students’ attitude toward data-driven learning. Lastly, independent sample T test is used to analyze the data.The findings of the research are as follows:1) Compared with traditional deductive approach, data-driven learning has a better effect in general in senior high school English vocabulary learning; 2) In the depth learning of vocabulary, there is no significant difference in learning part of speech and word meaning while there is significant difference in learning collocation and word application. Hence, this study proves the feasibility of using data-driven learning in lower level learners and this approach has positive meaning in the depth learning of senior high school vocabulary.Due to reality reason, this study has limitations in the number of research subjects and the time spent on the experiment. Thus, in the future studies, the samples of research subjects should be increased and the time should be lasted longer so as to apply the data-driven learning in a large scale.