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3.4.3 Interview......... 23
3.5 Procedures of the Research ........ 23
3.6 Data Collection......... 24
Chapter 4 Analysis and Discussion...... 26
4.1 Analysis of the Questionnaire .... 26
4.2 Results and Analysis of the Pre-test....... 27
4.3 Results and Analysis of the Post-test ..... 30
4.4 The Interview ..... 34
4.5 Discussions of Implications ....... 34
Chapter 5 Conclusions ........ 41
5.1 Major Findings of the Study....... 41
5.2 Limitations of the Study....... 41
5.3 Suggestions......... 42

Chapter 4 Analysis and Discussion

4.1 Analysis of the Questionnaire
In order to investigate the current situation of vocabulary learning of the senior highschool students and students’ opinions on English vocabulary class, the author made a surveyamong 102 students from the control class and the experimental class. 102 pieces of thequestionnaire are handed out, 102 students are required to do the questionnaires seriously. Allof the questionnaires are valid and returned back.The table 4.1 gives us a vivid description of the data of survey, it has been seen that thereare some problems in the senior high school students’ vocabulary learning.As for the first question, 33.33 percent of the students believe that the most importantaspect in English learning is vocabulary, while 29.41 percent of the students believe reading.From the second question, we know that 47.06 percent of the students’ biggest problem intheir English learning is that they are lack of vocabulary, 34.31 percent of the students’biggest problem is complex grammar. As far as the third question, 53.92 percent of thestudents think that the most difficult aspect in vocabulary learning is the usage of words. theothers choice synonym discrimination and complex word structure. For the way to learn anew word, the fourth question shows that 59.8 percent of the students just memorize themeaning of new word. Based on the fifth question, 87.25 percent of the students believe that itis necessary to provide them with relevant context and collocation when they learn a newword.
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Conclusion

The present study made an attempt to test the feasibility of the data-driven learningmodel in English vocabulary teaching and learning in senior high school. Based on analysis ofdata presented above, it may be concluded that the data-driven learning model is morefeasible and effective for senior high school students in improving their vocabularycompetence than the traditional teaching model. From the results of the present study, theauthor concluded as follows: compared with the students in the control class, the mean score of students in theexperimental class is clearly higher than that of control class. The students in the experimentalclass had a better mastering of the vocabulary with the teaching model of the data-drivenlearning. So, it can be said that the material from corpora must be helpful to deepen thestudents’ knowledge of vocabulary, and the application of the data-driven learning model invocabulary teaching and learning significantly improve their vocabulary competence. from the students’ classroom performance, the data-driven learning modelstimulates students’ learning interests, and the students discover the regulations of targetwords through the materials from corpora by themselves under the guidance of teacher. S本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。