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Chapter 2 Literature Review

2.1 Data-driven Learning
Data-driven learning is a new approach to language learning, which the learners use theoriginal information taken directly from the corpus. Data-driven learning was first coined byJohns “the use in the classroom of computer-generated concordances to get students toexplore regularities of patterning in the target language and the development of activities andexercises based on concordance output” (1991: iii). From my perspective, Data-drivenlearning provides the learners with a large number of databases of authentic language as wellas the search tools called concordances. Concordance can separate common patterns inauthentic language samples. “Data” in the term of “data-driven learning” refer to the authenticlanguage context. In general, the authenticity of database is a vital factor to the corpus.Attention should be paid to selecting the authentic materials in the process of compiling thecorpus. In fact, authentic materials are furnished by the corpus in convenience. This is thereason why data-driven learning in foreign language education valuable.‘To discover how language works’ is the main assignment for the learners who canconstruct their own interpretations. It depends on the fact that the learners can learn alanguage quickly and effectively when they learn with a model ofobserve-hypothesize-experiment. The learners can reach their own conclusions throughauthentic language on semantic meanings and language rules. The new approach called theinductive approach can provide complementation to the deductive approach, which thelearners reap the language rules and meanings from the Reference books and teachers’interpretations.
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2.2 The Data-driven Learning Model

2.2.1 Definition of the Data-driven Learning Model
As we mentioned above, it can be seen that the hands-off data-driven learning is verysuitable for the senior high school students. The senior high school data-driven learningmodel which is based on corpus takes students as the center, under the instruction of teacher,takes corpus as the carrier, uses the concordance and statistics function of corpus to analyzeand summarize the using rules and characteristics of the real language in different contexts,and be imitated and adopted in the teaching practice.When preparing lessons, the teachers can focuses on the teaching content in the class, byconcordance of the corpus related to the teaching material, do the corresponding arrangementof concordance results, edit a copy of context co-occurrence concordance lines with abouttwenty to forty (depend on the actual situation), and print the paper-based corpus materials forstudents, or may make use of multimedia teaching equipments directly and let studentsobserve and learn directly through concordance lines edited and arranged. Generally speaking,teachers firstly lead students to observe and discuss vocabulary concordance objectively, thengradually lead to the problems, and encourage students to discover the use characteristics ofvocabulary, and then conclude and summarize the observations.
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Chapter 3 Methodology ...... 21
3.1 Research Questions ........ 21
3.2 Subjects ........ 21
3.3 Teaching Material .... 21
3.4 Instruments ......... 22
3.4.1 Questionnaire ....... 22
3.4.2 Pre-test and Post-test ........ 22
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