Application Of Indirect Data Driven Learning On English Verb-Noun Collocation Teaching For Senior High School Students

The knowledge of collocation is essential for foreign language learners to use the language fluently and correctly.Many studies have shown that collocation is still a challenge in foreign language learning.In recent years,the data driven learning has provided a new method for collocation instruction and learning,and its effectiveness has been verified,but most of the research subjects are college students or postgraduate students.In view of this,this study takes verb-noun collocation as a starting point to explore the effectiveness of indirect data driven learning for senior high students.This study is based on the Input Hypothesis and Lexical Grammar to answer the following three questions:(1)What are the effects of IDDL on students’ verb-noun collocation learning in terms of receptive knowledge?(2)What are the effects of IDDL on students’ verbnoun collocation learning in terms of productive knowledge?(3)What are the learners’ perceptions towards using IDDL to learn English collocations?Two parallel classes with 43 and 41 subjects respectively in the first year of a high school in Lanzhou were chosen as the subjects and were randomly divided into a control class and an experimental class.The experimental class used the IDDL to learn target collocations,while the control class used the conventional“Presentation-Practice-Production” method to learn target collocations.Two classes of students first completed the pretest,which included two tests of receptive and productive knowledge.After six weeks of teaching,two classes completed the post-test.After the post-test,the students in the experimental class fill in the questionnaire.Two weeks after the post-test,both classes completed the delayed post-test.The results were analyzed by SPSS 25,and show that:(1)the IDDL method can significantly improve the students’ receptive knowledge of collocation,but both IDDL and 3P teaching methods have a positive effect on students’ long term memory of receptive knowledge of collocation;(2)the IDDL method can significantly improve the students’ productive knowledge of collocation,and compared with the 3P method,IDDL has a better effect on students’ long term memory of productive knowledge of collocation;and(3)the questionnaire results show that most students have a positive attitude towards IDDL and think that IDDL is helpful to the learning of collocation.The implications from this thesis lie in:(1)teachers can use IDDL to teach collocation to improve students’ language skills by enhancing their receptive and productive knowledge of collocation;(2)teachers can apply IDDL to other aspects of instruction,such as vocabulary or grammar,depending on students’ positive attitudes towards the use of IDDL.