数据驱动学习对中学生英语语法搭配学习的效果研究 130页

分类号学校代码—卫咝密级学号—20—100—2080777AStudyontheEffectsofData-·DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudents数据驱动学习对中学生英语语法搭配学习的效果研究指导教师姓名、职称盎鲨盘型塾撞湖南师范大学学位评定委员会办公室二O一三年五月 AStudyontheEffectsofData．．DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudentsAThesisSubmittedtoForeignStudiesCollegeOfHunanNormalUniversityInPartialFulfillmentoftheRequirementsFortheDegreeofMasterofEducationintheSubjectofEnglishTeachingMethodologyByHaoShanshanUndertheSupervisionofAssociateProlessorZhuMitaiChangsha，HunanMay,2013 AbstractThethesismainlystudiesontheeffectsofdata—drivenlearningontheEnglishgrammatica!collocationlearningofmiddleschoolstudents．GrammaticalcollocationlearningisnotonlyoneoftheimportantconceptsandcontentsinthefieldoflinguisticsbutalsooneofthekeyanddifficultpointsformiddleschoolstudentsintheirEnglishlearning．Data-DrivenlearningmethodwasputforwardbyTimJohnsinthe1990s，whosetargetwastoencouragestudentstoobserve，summarizeandconcludetherulesoflanguageusefromtheauthenticmaterialspositivelyandactively．TimJonesclassifiedtheData—Drivenlearningmethodintothreesteps：identification，classificationandgeneralization．Intherelatedresearchesathomeandabroad，theresearchesofdata—drivenlearningforvocabularylearningarewidespread，especiallycollegestudents’vocabularylearning．However,therearefewstudiesonmiddleschoolstudents’grammaticalcollocationlearning．Thethesisadoptsthedata-drivenlearningmethod，takessomemiddleschoolinHunanastheresearchobjectandresearchesonthefollowingquestions：(1)Isthedata—drivenlearningeffectiveongrammaticalcollocationlearningofmiddleschoolstudents?IfSO，towhatextent?(2)Doesdata—drivenlearninginfluencegrammaticalcollocationlearningintermsoflanguageproficiency,levelsofdifficultyandtypesofknowledge?IfSO，towhat extent?Thetheoreticalbasesofthestudymainlyincludetheconstructivelearningtheory,L1transfertheoryandtheinputtheory．Theabovetheoriesnotonlypowerfullyillustratethesignificanceofthestudy,butalsoprovideatheoreticalguidancefortheexperimentalprocessofthestudy．Theexperimentmainlyincludesthreeparts：pre-test，post-testandthequestionnairesurvey．Asforthepre-testconductedintheexperimentalgroupandthecontrolgroup，itincludessixtymultiplechoicequestionsofgrammaticalcollocations，aimingtoexplorethecurrentsituationofstudents’grammaticalcollocationlearning．Thepost-testincludesthesamenumbermultiplechoicequestionsofgrammaticalcollocationsandmainlyresearchesonthethreetypicalgrammaticalcollocationsfromthreeperspectives：languageproficiency,levelsofdifficultyandtypesofknowledge．Reliabilityanalysisresultsshowthatbothpre-testandpost-testhavegoodreliability．Thequestionnairesurveyinvestigatesstudents’attitudetowardsdata-drivenlearningwiththemethodofpercentage．Theresultsshowthat：(1)Thedata-drivenlearningmethodiseffectiveongrammaticalcollocationlearningofmiddleschoolstudents．Theanalysisofthepost—testshowsthatthetwogroupshavesignificantdifferencesintheirgrammaticalcollocationscoresaftertheexperimentbymeansofIndependentSamplesTtest．(2)Thedata—drivenlearningmethodinfluencesgrammaticalcollocationlearningintermsoflanguage proficiency,levelsofdifficultyandtypesofknowledge．Exactlyspeaking，thedata—drivenlearningmethodhasabettereffectonthreeaspects：high-scoregroupstudents．collocationswithmediumlevelofdifficulty,whichmeansthetypeofgrammaticalcollocationisnoteasyordifficultforstudents，andlearningofnewknowledge．Thethesisdiscussestheeffectsofdata-driven‘learningontheEnglishgrammaticalcollocationlearningofmiddleschoolstudentswithacombinationofqualitativeandquantitativeresearchandputsforwardsomeadviceonstudents’grammaticallearning．It’Shopedthatthestudywillattractmoreresearchesongrammaticalcollocationlearningofmiddleschoolstudents，especiallyonhowtousethecorpus-basedapproachtoimprovetheeffectsofgrammaticalcollocationlearningofmiddleschoolstudents．However,theconclusionhassomelimitationsinthattheresearchobjectsarefromonlytwointactclassesofoneofthemiddleschoolsinChangshaandthetimeofstudyislessthanoneyear．Keywords：data—drivenlearning；grammaticalcollocations；learningeffects 摘要本文主要研究数据驱动学习对中学生英语语法搭配学习的效果。语法搭配是语言学领域最为重要的概念与内容之一，也是中学生进行英语学习的重点和难点之一，它对中学生的英语学习起着至关重要的作用。数据驱动学习方法是20世纪90年代初由TimJohns提出的。它的宗旨是鼓励学习者积极、主动地从真实的语料中观察、概括和归纳语言使用的规律。TimJohns将数据驱动学习方法分为三个步骤：提出问题，材料分类和归纳总结。在国内外相关研究中，数据驱动学习模式对词汇学习的研究成果普遍存在，尤其是对大学生词汇学习的研究。而对于中学生的语法搭配学习的研究不多。本文用数据驱动学习的方法，以湖南省某个中学为研究对象，对以下两个问题进行了实证研究：(1)数据驱动学习模式对中学生英语语法搭配学习是否有效果?如果有，效果如何?(2)学习者语言水平、语法搭配难度以及知识类型是否影响语法搭配的效果?如果有，影响如何?本研究的理论基础主要包括建构主义学习理论，母语迁移理论和输入假设。上述理论不仅有力的说明了本研究的意义所在，而且为本研究的实验过程提供了理论上的指导。实验主要包括三个部分：前测、后测和问卷调查。首先对实验班和控制班进行前测，包括60道与语法搭配相关的多项选择题，旨在探究中学生语法搭配的总体掌握情况。后测也包含相同数目的语法搭配多项选择题，主要是针对三种具 有代表性的语法搭配进行三个层面的研究，包括语言水平、搭配难度和知识类型。信度分析结果表明前、后测试卷均具有很好的可靠性。问卷调查通过百分比的研究旨在调查学生对数据驱动学习的态度如何。研究结果表明：(1)数据驱动学习模式对中学生英语语法搭配学习有很好的效果。通过独立样本T检验的研究方法对后测试题的分析表明：试验后，实验班和控制班的成绩有显著的差异。(2)学习者语言水平、语法搭配难度以及知识类型均影响了数据驱动学习模式对语法搭配学习的效果。具体地说，数据驱动学习对高水平学生、中等难度系数的试题以及新知识的学习这三个方面效果更好。本文以定性研究与定量研究相结合的方式，探讨了数据驱动学习对中学生语法搭配学习的效果，并基于研究结果对中学生的语法搭配学习提出了几点建议。希望本研究能抛砖引玉，引起更多研究关注中学生的语法搭配学习，更希望今后的研究能关注如何用语料库的方法来提高中学生语法搭配学习的效果。但是由于本研究受试者为某中学的两个班级，样本量受到限制，而且研究时间不足一年，所以研究结论具有一定的局限性。关键词：数据驱动学习；语法搭配；学习效果 ContentsAbstract，．，．．．．．。．．．．．．．，．，．．．．．．．，．，．．．。．．．．．．．，．．．．．．．．．，．．．．．。．．．．，．．．．。．．．．．．．。．．．，．．．．．．．，．，．．．．．，．．．．．．．i摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．vAListofAbbreviations．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．XiAListofTables．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．xiiiIntroduction．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．10．1BackgroundoftheResearch．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．10．2ResearchMotivation．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．30．3LayoutoftheThesis．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．4ChapterOneLiteratureReview．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．51．1StudiesonCollocations．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．51．1．1DefinitionsofCollocations⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．51．1．2ClassificationsofCollocations⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．81．1．3StudiesonGrammaticalCollocations⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．101．2StudiesonCorporaandData-DrivenLearning⋯⋯⋯⋯⋯⋯⋯⋯⋯141．2．1StudiesonCorpora．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．141．2．2StudiesonData—DrivenLearning⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯191．3StudiesonCollocationsandData-DrivenLearning⋯⋯⋯⋯⋯⋯．．221．3．1StudiesonObjectsofCollocations．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．231．3．2StudiesonApproachestoData—DrivenLearning⋯⋯⋯⋯⋯26 Summary⋯⋯⋯．⋯．⋯．⋯⋯⋯．⋯⋯⋯．．⋯．．⋯．．⋯⋯．⋯⋯．．⋯．．⋯．⋯．．⋯．⋯．⋯⋯：!{；ChapterTwoTheoreticalBackground．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．312．1ConstructiveLearningTheory⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．312．2L1TransferTheory⋯⋯⋯一⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．3zl2．3InputHypothesis．．．⋯．⋯．．⋯．．．⋯．⋯⋯．．⋯⋯．⋯⋯．．⋯⋯．⋯．．⋯．⋯．⋯．．⋯．37Summary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯．38ChapterThreeResearchMethodology⋯⋯．⋯．⋯．⋯⋯⋯．⋯．．⋯．⋯⋯．⋯．⋯413．1ResearchDesign⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯⋯⋯．．⋯．．413．1．1ResearchQuestions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．413．1．2ResearchSubjects⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯423．1．3ResearchInstruments⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．423．2ResearchProcedures⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．473．2．1ExperimentalProcedures⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．483．2．2DataCollection⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．553．2．3DataAnalysis⋯．⋯．．．⋯．．⋯．．⋯⋯．⋯⋯．．⋯．⋯⋯．⋯⋯．．⋯．⋯．⋯．⋯．56Summary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．57ChapterFourResultsandDiscussion．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．594．1DistributionCharacteristics．ofCollocations⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．594．2InfluenceofData—DrivenLearning．onGrammaticalCollocationLearning．．．．．．．．：．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．6：；4．2．1EvaluationofPaperQuality．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．634．2．2EffectofData—DrivenLeamingonTwoGroups⋯⋯⋯⋯⋯．67 4．2．3EffectofData．DrivenLearningonThreeAspects⋯⋯⋯⋯．734．2．3．1LanguageProficiency⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．734．2．3．2LevelsofDifficulty⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯774．2．3．3TypesofKnowledge⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．814．3QuestionnaireIssues⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．84Summary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯⋯⋯⋯一87Conclusion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯．89MajorFindings⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯．89Implications⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯92LimitaticandSuggIforFutureStudies．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．93LimltaionsandSuggestionsforubtuOles●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●Bibliography⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．95AppendixI⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．103AppendixⅡ⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．107AppendixⅢ⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一11Acknowledgements⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．113湖南师范大学学位论文原创性声明⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯115湖南师范大学学位论文版权使用授权书⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯115 BNCCCCECAListofAbbreviationsBritishNationalCorpusContr01ClassCollegeEnglishCorpusCOBUILDCollinsBerminhanUniversityIntemationalLanguageCOCADDLEC．ESLEFLEMCHSCL1DatabaseCorpusofContemporaryAmericanEnglishData-DrivenLearningExperimentalClassEnglishasasecondlanguageEnglishasaforeignlanguageEnglishMajorCorpusHighSchoolCorpusFirstLanguageMICASEMichiganCorpusofAcademicSpokenEnglishSLASecondLanguageAcquisition AListofTablesTable3．1ClassificationofGrammaticalCollocationsbytheauthorTable4．1DistributionofCollocationsintheFirstVolumeforGrade7Table4．2DistributionofCollocationsintheSecondVoIumeforGrade7Table4．3DistributionofCollocationsintheFirstVolumeforGrade8Table4．4DistributionofCollocationsintheSecondVolumeforGrade8Table4．5DistributionofCollocationsinGrade9Table4．6CaseProcessingSummaryandReliabilityStatisticsofpre—testTable4．7CaseProcessingSummaryandReliabilityStatisticsofpost—testTable4．8Difficultycoefficientanddiscriminationofthepre—testTable4．9Difficultycoefficientanddiscriminationofthepost—testTable4．10Kolmogorov—SmimovTestofpre—testTable4．11Kolmogorov-SmirnovTestofpost—testTable4．12ResultsofIndependentSamplesTTestbeforetheexperimentTable4．13ResultsofIndependentSamplesTTestaftertheexperimentTable4．14Resultsofhigh—scoregroupbeforeandaftertheexperimentTable4．15Resultsoflow—scoregroupbeforeandaftertheexperimentTable4．16IndependentSamplesTTestfortheeasytypeTable4．17IndependentSamplesTTestforthemediumtypeTable4．18IndependentSamplesTTestforthedifficulttype Table4．19IndependentSamplesTTestforthelearnedknowledge4．20IndependentSamplesTTestforthenewknowledge4．21Resultsofquestionnairesurvey AStudy01"1thet!ttectsotData-DrivenLearmngOntheJengllsiat．irammancalCollocatmnlearningofMiddleSchoolStudentsIntroduction0．1BackgroundoftheResearchCollocationisoneoftheimportantcontentsinlanguagelearning，andtheabilityofcollocationlearningisanimportantpartoflanguageability(Wei，2002)．Inrecentyears，therehavebeenmanyresearchesoncollocationlearning，especiallyonlexicalcollocationlearning．However，therearefewstudiesongrammaticalcollocationlearning．Accordingtothestudyinthisthesis，middleschoolstudentshaven’tmasteredthecollocationswell，especiallythegrammaticalcollocations．What’Smore，theproportionofgrammaticalcollocationsislargerthanthatoflexicalcollocations．Thoughmanyresearchesstudyonlexicalcollocation，therearetwocharacteristicsaboutthem．Thefirstoneisthattheirresearchsubjectsarealmostcollegestudents，especiallyEnglishmajors．That’Stosay，theirresearchsubjectsarealmostadvancedstudents．Andtheotheroneisthattheyalwaysstudyononeortwotypesoflexicalcollocations，someofwhichevendon’texplainthereasonwhytheyignorethegrammaticalcollocations．Onthebasisofthetwocharacteristics，the．thesishasapowerfulproofthatit’Snecessaryandimportanttostudythegrammaticalcollocationsinmiddlesch001． MAThesisThereexistsauniversalphenomenoninEnglishlearningofmiddleschoolthatstudentsdon’ttakemuchinterestinEnglishgrammarlearning．Mostofthemthinkthattraditionalteachingmethodisalwaysboringandtheylackleamingpassionandmotivation．Onaccountofthis，theauthoradoptsanewmethod--data—drivenleaming，whichisbasedoncorpus．Withthedevelopmentofcorpuslinguistics，theresearchonapplyingcorpusintolanguageteachingispaidmoreandmoreattentionto．Data—drivenlearningmethodwasfirstputforwardbyTimJohnsinthe1990s，whosepurposeistoencouragestudentstoobserve，summarizeandgeneralizethelanguagefactsfromtheauthenticmaterialsproactively(Hunston，、2002)．Tosumup，data—drivenleamingmethodcanattractstudents’attentionandgreatlyarousestudents’interestinEnglishleaming．Theresultsofthestudyinthethesisalsocanproveit．However，asfortheoperationofthenewmethod，paper-basedmaterialsfromcorpusareadoptedinclass．Whatneedstobeexplainedis’thatthematerialsneedcarefullychoosingbeforeaclassSOthatstudentscangettheinformationeffectivelyfromthem．Inaddition，COCAcorpuswillbeusedinthethesis，notonlybecauseit’Sfleeofchargeandconvenient，butalsoithaslargeamountofinformationaboutcontemporaryAmericanEnglish，whichprovidessufficientamountofinformationforstudents．2 A5tuayonmeEttectsoIuata。1．／rlvenLearningOil1．rletmgnsntJrammaucalk．,OllOCaLlonlearningofMiddleSchoolStudents0．2ResearchMotivationThetopicofthethesisisworthstudying，SOtheauthorwantstoknowhowtOimprovetheabilityofstudents’grammaticalcollocationlearning，andifanewmethodisadopted，whattheeffectsare．Sothemainquestionofthethesisisdiscussingtheeffectsofdata—drivenlearningongrammaticalcollocationlearningofmiddleschoolstudents．Inordertobeansweredclearly,itaimstOanswerthefollowingtwoquestions：(1)Isthedata—drivenlearningeffectiveongrammaticalcollocationlearningofmiddleschoolstudents?IfSO，towhatextent?(2)Doesdata—drivenlearninginfluencegrammatical．collocationleamingintermsoflanguageproficiency,levelsofdifficultyandtypesofknowledge?Ifso，towhatextent?Withthesequestions，theauthorcarriesouttheresearchcarefully．First，twoclassesarechosenatrandomfromajuniorschoolinChangsha，whichcanbedividedintotheexperimentalclassandthecontrolclass．Next，theauthorconductsapre—testinthetwoclasses．Thensomeoldandnewknowledgeofgrammaticalcollocationsisdetermined，whichistaughtintheexperimentalclass，usingthedata—drivenmethod．Atthesametime，thecontrolclasswilllearnthesameknowledge，usingthetraditional，teachingmethod．Andthenthepost-testisconductedtothetwoclasses．Thedatafromthepre-testandpost—testwillbeanalyzedby3 MA’lheslstheauthorwiththeproperanalysistools．Intheprocess，twomainquestionscanbesolved．Theftfromthequestionnairesurvey,theauthoralsoobtainsotherfindingsbesidestheexperiment．Inthisway,theauthorcangetafirsthandofthematerialsandattempttoreachaconclusion．0．3LayoutoftheThesisThethesisCanbedividedintofourchaptersapartfromintroductionandconclusion．Thefirstchapteristheliteraturereview,whichdealswiththerelevantstudiesoncollocations，especiallygrammaticalcollocationsanddata．drivenleamingmethod．What’Smore，theauthorsynopticallystudiescollocationsanddata—driveleamingfromtwoaspects．Thesecondchapterintroducesthetheoreticalbackgroundofthethesis，whichincludesthreetheories：constructivelearningtheory,L1transfertheoryandtheinputtheory．Furthermore，theauthordiscussesthemainideasofthethesisbasedonthethreetheories．Thefocusofthethirdchapterismethodologyandresearchprocedure．Itmainlyincludesthreeaspects：researchdesign，researchproceduresanddatacollectionandanalysis．What’Smore，researchdesignincludesresearchquestions，objectsandinstruments．Inthechapter,researchproceduresshouldbepaidmoreattentionto．Thefourthchapterliststheresultsofthethesis，andmakesafurtherdiscussionoftheresults，includingtheirreasons．4 AStudyontheEffectsofData-DrivenLearningontheEnglishGrammaticalCollocatzonlearningofMiddleSchoolStudentsChapterOneLiteratureReviewInthefirstchapter,firstofall，theauthorexplainsthedefinitionsandcategorizationsofcollocationsandintroducessomekeyconceptsaboutDDL，suchascorpus，concordanceandSOon．Next，theauthorclassifiestherelatedresearchesoncollocationsandDDLintotwoparts，basedonthefactthattherearefewresearchesongrammaticalcollocationlearningofmiddleschoolstudentswiththemethodofDDLmodel，bothathomeandabroad．Atlast，abriefsummarywillbegiven．1．1StudiesonColloeationsManyresearcheshaveshownthatCollocationsplayanimportantroleinEnglishleamingofmiddleschoolstudents．Firstofall，it’Snecessarytoexplainthedefinitionsandcategorizationsofcollocations．1．1．1DefinifionsofCollocationsInthepastfiftyyears，collocationhasbeendevelopingfromaspectsofitsdefinitionsandapproaches．AndthemajortheoreticalsystemofcollocationconsistsoftheFirthianlexicalapproach，Mitchell’Sintegratedapproach，HallidayandHasan’Sconceptofcollocationalcohesion，Bolinger’Sconceptofinstitutionalization，andthecorpus—basedapproach．5 MAJneSlSThoughtheterm“collocation”hasbeenstudiedformanyyears，thedefinitionofitisstillabithazy．In1957，Firth，aBritishlinguist，wasthefirstpersontoputforwardthenotionofcollocationandregarditasatechnicalterm，forwhich，hewashonoredasthefatherofcollocation．Hesaid‘‘Iproposetobringforwardasatechnicalterm，meaningbycollocation，andapplythetestofcollocability"’(Firth，1957)．Firth(1968)definedthecollocationasfollows：‘‘Collocationsofagivenwordarestatementsofahabitualorcustomaryplacesofthatwordincollocationalorderbutnotinanyothercontextualorderandemphaticallynotinanygrammaticalorder．Thecollocationofawordisnottoberegardedasmerejuxtaposition；itisanorderofmutualexpectancy．Thewordsaremutuallyexpectantandprehended．Thestatementofcollocationsandextendedcollocationdealswithmutuallyexpectantordersifwordsandpiecesassuch，attentionbeingfocusedononewordoronepieceatatime．”IntheopinionofFirth，collocationwasafrequency-basedapproach，whichattachesimportancetotheCO-occurrenceofwords．Firth’SideaaboutcollocationwasfurtherdevelopedbyNeo-Firthians，suchasHalliday,J．Sinclair,M．StrevensandSOon．AccordingtoHalliday(1976)，collocationisdefinedas“embodyingthelinearCO—occurrenceofthewords’syntagmaticrelation6 AStudyontheEffectsofData-DrivenLeamingontheEnglishGrammatical乙oUocatlonleanlmgofMiddleSchoolStudents一———————————————————————————————————————————————————————一inacertainsignificantnearrange”．Thisdefinitionundoubtedlyregardscollocationassyntagmaticrelation，andregardslinearCO。occurrenceastheonlydefinitioncriterion，whichisthefurtherexplanationofFirth’Sideaaboutcollocation．Takethetwofollowingsentences(Wei，2003)forexample：(1)Heputforwardastrongargumentforit；(2)Shewasn’tconvincedbyhisargument．Hehadsomestrongpoints，however,theycouldallbebet．Inthefirstsentence，it’Seasytolearnthat“strongargument’’isakindofcollocation．Inthesecondsentence，theword“strong’’andtheword‘‘argument”isalsoakindofcollocation，thoughthetwowordsareapart．ThisisbecauseacertaindegreeoflinearCO-occurrenceexistsbetweenthetwowords．SofarasSinclair(1991)wasconcerned，collocationwasdefinedas‘‘theoccurrenceofthetwoormorewordswithinashortspaceofeachotherinatext”，whichwasfromthefrequency—basedapproach．Inhisview,collocationscanbenotonlydramaticbutinteresting，becausetheyareunexpected，ortheyareimportantinthelexicalstructureofthelanguagebecauseofbeingfrequentlyrepeated(Sinclair,170)．Hebelievedthatcollocationresearchmustbebasedoncorpusevidence，SOheputforwardthreeimportanttechnicalterms：node，spanandcollocate．Hesaidthateachcitationorconcordancelineexemplifiedaparticular7 MA’J111eSISwordorphrase．Thiswordorphrasewascallednode．Itwasnormallypresentedwithotherwordstotheleftandfightandthesewerecalledcollocates．Thecollocatescouldbecountedandthismeasurementwascalledthespan(Sinclair,170)．Bolinger(1976)regardscollocationasakindofprefabricatedlanguageorfixedexpressions．Thatistosay,collocation，likeidioms，istheconventionsoflanguageuse．Forexample，peopledon’tusethephrase“thelivelongmorning’’butthephrase“thelivelongday"．AccordingtoNesselhauf(2004)，theterm“collocation’’isusedinwidelydifferentandoftenrathervaguesentencesinlinguisticsandlanguageteaching．InthebookTheBBICombinatoryDictionaryofEnglish．"AGuideto肋耐CombinationswrittenbyMortonBenson，EvelynBensonandRobertIlson，thedefinitionofcollocationisasfollows：InEnglish，asinotherlanguages，therearemanyfixed，identifiable，non—idiomaticphrasesandconstructions．Suchgroupsofwordsarecalledrecurrentcombination，fixedcombinations，orcollocations(Benson，1986)．Andthispaperwilladoptthedefinitionabove．1．1．2ClassificationsofCollocationsAccordingtotheflexibledegree，collocationcanbedividedintothreekinds：restrictedcollocations，conventionalcollocationsandcreative8 AStudyontheEffectsofData·DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudentscollocations(Zhu，1996)．Restrictedcollocationsrefertothelong-termusedandrestrictedlexicalitems，suchas‘‘showthewhitefeather"’，‘‘kickthebucket’’andSOon．Generallyspeaking，themeaningsofsuchidiomscan’tbeknownliterally．Itexpressesacertainmeaningasawhole．Conventionalcollocationsrefertothelexicalitemswhichmaybenotrestrictedbutalwaysappeartogether,suchas“aluckydog”，“asusual”，“crossabridge"andSOforth．ThiskindofcollocationexistsalotinEnglish，buttheirprobabilityishighorlow,whichisnotalwaysthesameasoursubjectiveimagination．JustasPalmer(1976)pointedout，onseeingtongue，peoplewillthinkof‘‘lick”，buttheCO—occurrenceprobabilityofthetwowords，‘‘tongue’’and‘‘lick’’，isverylowinEnglish．Socollocationsaredifferentfrompeople’Sassociationofideas．Halliday(1985)holdsthesimilaridea．Accordingtohim，thoughsnowwascold，theCO—occurrenceprobabilityofthetwowords“snow’’and“cold’’wasmuch10werthanthatof“snow”and“white"．HoweveL‘"cold”and“ice’’oftenappearedtogether．CreativecollocationsrefertOtheunusualcollocations．That’Stosay,theyarenotoftenused．Forexample，thereoftenappearsomewordsexpressingthemeaningof‘‘sometime’’beforetheword“ago"，whichmeans“beforesometime”．Butsometimeswealsofindsomevariationcombinationssuchas‘‘adreamago’’or‘‘agriefago’’．whichoftenappearsintheliteraryworksorpoetrycreationbutnotinthedailyconversation．9 MAThesisInthebooktheBBICombinatoryDictionaryofEnglish：AGuidetoWordCombinationswrittenbyMortonBenson，EvelynBensonandRobertIlson，collocationscanbedividedintotwomajorgroups：grammaticalcollocationsandlexicalcollocations(Benson，1986)．1．1．3StudiesonGrammaticalCollocationsAsBenson(1986)pointedout，agrammaticalcollocationisaphraseconsistingofadominantword(noun，adjective，verb)andaprepositionorgrammaticalstructuresuchasaninfinitiveorclause．Inthebook，grammaticalcollocationscanbedividedintoeightmajortypes．Type1：nouns+prepositioncombinations．Threekeypointsshouldbepaidattentionto：theydon’tnormallyincludenoun+ofcombinations．B-qlargtmberofEnglishbeusedwithof,BecauseaveryargenumberoIEnglishnounscanbeusedwlthOtlespeciallytodenotetheconceptsof“directobject"，‘‘subject”，or‘"possession"；theydon’tincludenoun+bycombinations，whichexpressesthemeaningofpassivity．Type2：nounsfollowedbytO+infinitives．Therearefivesyntacticpattems：1．Itwasaproblemtodoit．2．Wehadthefighttodoit．3．HefeItaneedtodoit．4．Weshouldmakeanefforttodoit．10 AStudyontheEffectsofData-DrivenLearningOiltheEnglishGrammaticalCollocationlearningofMiddleSch001Students5．Shewasanidiottodoit．Type3：nounsfollowedbythatclauses．Forexample，theyreachedanagreementthathewouldrepresentthemincount；shetookanoaththatshewoulddoherdu妙What’Smore，itdoesn’tincludenounsfollowedbyrelativeclauses．Type4：prepositions+nouns．Examplesare：byaccident，inadvance，undersomebody,saegis，etc．Type5：adjectives+prepositions．Theyoccurinthepredicateorasset-offattributives，suchasangryat，afraidof,deal谢th，etc．Buttheydon’tincludepastparticiples(formedfromtransitiveverbs)followedbytheprepositionby：thisconstructionisregularandpredictable．Type6：adjectivesfollowedbytO+infinitives．Therearetwobasicsentencepattems：(1)Itwasnecessarytowork．(2)Sheisreadytogo；Themachinewasdesignedtooperateatsuchhighaltitudes．Type7：adjectives+thatclauses．Forexample：Itwasnicethathewasabletocomehomefortheholidays．Type8：19Englishverbpatterns．Adescriptionofeachverbpatternfollows．A．vt．+sb．+sth．／vt．+sth．tosbHeshowedmehisnewshoes． MA，nlesisHeshowedhisnewshoestOme．B．vt．+sth．tosbTheymentionedthebooktoher．C．vt．+sb．+sth．M．+sth．forsbShecookedmedeliciousfood．Shecookeddeliciousfoodforme．D．Vi．+preposition+object／vt．+sb．tosthTheycamebytrain．Weinvitedthemtothemeeting．E．vi．+to+infinitiveHebegantocry．F．ModalV．+to+infinitiveIcansing．Hewouldrathernotgothere．G．Vt．+V—ingTheyenjoyreadingbooks．H．vt．+sb．+to+infinitiveW．eforcedhimtOleave．I．v+Object+infinitiveHewatchedthemunloadthecar．J．Vt．+Object+V—ingIsawhimplayingneartheriver．12 AbtuayOilthe乜ttectsotData_L，nvenLearningOilUael=ngllSlaorammatlcaltSOllOCatlonlearningofMiddleSchoolStudentsK．vt．+possessive+v-ingIcan’timaginetheirstealingbananas．L．vt．(object、)+that—clauseIthinkthatyouarefight．M．vt．+Object+tobeWeconsiderhertobeacompetentleader．N．vt．+Object+anadjective／apastparticiple／anoun／apronounThesoldiersfoundthevillagedestroyed．0．vt．+dualObjectswithno“to’’or“for"’Webethertenpounds．P．Intransitive／reflexive／transitiveverbsfollowedbyanadverbialHecarriedhimselfwell／withdignity．Q．vt．+interrogative+todo／clauseHedoesn’tknowwhattodonext．Iknowwhoyouare．R．It+vt．(sb．)followedbyto+infinitiveorbythat—clauseorbyeitherItbehoovesyoutostudymore．Itsurprisedmethatourofferwasrejected．S．IntransitiveV．／Vi．+n．／adj．Heisclever．／ShebecameanEnglishteacher．AccordingtoBenson(1986)，comparedwithgrammaticalcollocations，lexicalcollocationsnormallydon’tcontainprepositions，13 MA’lheslsinfinitivesorclauses．Typicallexicalcollocationsmakeupofnouns，verbs，adjectivesandadverbs．Lexicalcollocationcanbemainlydividedintosixtypes：(1)verb+nouncollocations，suchasspinatop，windawatch，cometoanagreement，rejectanappeal．(2)adj．+nouncollocations，suchasachronicalcoholic，aroughestimate．(3)noun+verbcollocations，suchasbombsexplode，beesbuzz．(4)nounl+of+noun2collocations，suchasaherdofbuffalo，aschoolofwhales，anarticleofclothing．(5)adverb+adj．collocations，suchascloselyacquainted，hopelesslyaddicted，keenlyaware．(6)verb+adverbcollocations，suchasargueheatedly,appreciatesincerely．1．2StudiesonCorporaandData—DrivenLearningInthefollowingpart，somestudiesoncorporaanddate-drivenlearningarediscussed，includingthestudiesathomeandabroad．Themoredetailscanbeknownasfollows．1．2．1StudiesonCorporaAccordingtoSinclair(1999)，corpusisdefinedasfollows：inordertostudylanguage，writtenandspokenlanguagematerialsareprocessedandstoredbycomputer．Inthelanguagesciencesacorpusisabodyofwrittentextortranscribedspeechwhichcanserveasabasisforlinguisticanalysisanddescription(Kennedy,1998)．Therearetwomaintraitsofthe14 AbtudyontheEttectsotData—DnvenLeammgontilet二ngllsnorammatlcalGOllOCarlonroamingofMiddleSchoolStudentsmodemcorpora．Oneisthatcorporaaremadeupofalargenumberofusedlanguageinformation，SOtheyaretheassemblageofnaturallyoccurringlanguagematerials；andtheotheristhatcorporaarefinishedbycomputer．Computertechnologyplaysanimportantroleinthemodemcorpusconstruction，andthesetechnologiesincludecorpusdescription，locationandretrieve，managementanalysisandothersoftwaretechnologies．Thefunctionofcorpusisverypowerful，what’Smore，thesignificantcharacterofcorpusisthatitcanprovidelotsofrealmaterialsrelatedtoonekeywordormanykeywordsquicklyandaccurately,andthenshowthematerialsintheformofkeywordsincontextorotherformsflexibly,whichprovidesnewwaysandconveniencetoEnglishresearchanteaching．Itisafactthatthereexistmanydifferentkindsofcorpora，butthejuryisstilloutonusingwhichterminologytodescribethem．DonaldWalkereverusedfourterms--heterogeneous，homogeneous，systematicandspecializedtodistinguishcorpustypes．Heterogeneouscorpusisthesimplestcorpuscollectionmethod，receivesa11kindsofmaterialsasmanyaspossibleandhasnolimitationsandprinciples，suchasACL／DCICorpus．Homogeneouscorpusistheoppositeofheterogeneouscorpus，anditsestablishmentisforspecificpurpose，suchasmilitary．Systematiccorpushasabroadrepresentation，suchasBNC，LOB．SpecializedcorpuscantakeCHILDEDCorpusforexample(Huang&Li，2007)．15 MA’llaesisAtpresent，Englishcorporacanbedividedintotwogenerations：thefirstgenerationofcorporaandthesecondgenerationofcorpora．ThefirstgenerationsofcorporamainlyincludeBrownCorpusandLOBCorpus，andthesecondgenerationsofcorporaarecomputercorpora，whicharerepresentedbyCOBUILD，BNCandLDC(Wu，2009)．BrownCorpuswasestablishedin1961byFrancis，KuceraandBrown，whichwasthefirststandardcorpusaccordingtothesystemicprincipleintheworld．NowthescaleofBrownCorpusisonemillionwords．LOBcorpus，advocatedbyLancaster,wasfinishedbyStigJohanssoninOsloUniversity,andthenitwasestablishedinBergenUniversity．So．LOBistheacronymofLondon．OsloandBergen．ThepurposeofLOBcorpusisresearchingthecontemporaryBritishEnglish，whosescaleanddistributionschemeissimilartoBNCcorpus．COBUILD，theabbreviationofCollinsBerminhanUniversityInternationalLanguageDatabase，wasestablishedbyCollinsPressandBerminhanUniversity．ItreflectsthecurrentsituationofcontemporaryEnglish，andmainlyservesEnglishlearners，teachersandlinguists．LDC，thelinguisticDataConsortium，wasestablishedbycolleges，companiesandgovernmentresearchdepartmentin1992．Nowit"stryingtoestablishANC。tomeetAmericanEnglishresearchers．BNC(http：／／corpus．byu．edu／)，theabbreviationofTheNationalBritishCorpus，isthelargestcorpusthatcanbedirectlyusedbycomputeratpresent，16 AStudyOiltheEffectsol’Data-DrivenLearningontheEnglisht．irammatmal(00llocatmnlearningofMiddleSchoolStudentswhichincludesCorpusofContemporaryAmericanEnglish，CorpusofHistoricalAmericanEnglish，etc．AndtheCorpusofContemporaryAmericanEnglishcanbeabbreviatedtoCOCAcorpus．Inordertoknowthecorpusbetter,weshouldknowtheconcordancefirst．Aconcordanceisacollectionoftheoccurrencesofaword—form，eachinitsowntextualenvironment(Sinclair,1991)．AccordingtoKennedy(1998)，aconcordanceisaformattedversionordisplayofalltheoccurrencesortokensofaparticulartypeinacorpus．WhileaccordingtoLiang，LiandXu(2011)，aconcordanceisalsocalledKWIC，shortforkeywordsincontext，referstoqueryingthewordsorphrases，usingaconcordancer．Asweknowthataconcordanceplaysanimportantroleinthefunctionsofcorpora．Itcanbemainlydividedintothreetypes：(1)DDLbasedontheconcordancelines，whichcanhelplearnersexplorethetargetlanguageinrealuseandmaketheirowndiscoveries；(2)theconcordancemadeinthehyper-textformat，whichprovidesreliabledataandgenuineinstancesforEnglishresearchers；(3)on-lineconcordance，whichmakesthecorporaaccessibletobothlearnersandteachersfortheirEFLlearningandteaching(Li&Pu，2001)．According‘tOPennington(1996)，theusesofconcordancesinEFLteachingmainlyincludefouraspects：(1)providingDDLasaway．oflanguagelearning；(2)encouragingstudentstofindrulesandusecontextfromconcordances；(3)satisfyingthestudents’ownlearningneedsandwillingness；(4)offering17 MAThesisstudentsopenandoriginallanguagematerialsandencouragingthemtoexploreanddiscoverinlanguagelearning．Themostbasicanalysismethodofcorpusisrealizedbyconcordances，andthebasicmeaningofconcordancesisdisplayingthesearchwordorphrasetogetherwiththeircontextinalphabetical，ffeouencvrelev{order．Themostformofconcordanc圩equencyorrelevanceorder．1emostcommontormoIconcordanceslScalledKWIC，whichisacronymofKeyWordsinContext．Oncethewordsorcollocationsareentered，alargenumberofdatacanbereadthroughcorpusandconcordancelineswilldisplaythesurroundingtext．Inthisway,manyresearchescanbecarriedout，suchascollocationanalysis，comparisonbetweensynonyms，phoneticanalysis，discourseanalysis，etc．Taketheverb—prep．⋯affordtoforexample，usingCOCAcorpus．(seeFigure2．1，Figure2．2)◇、，z’gm“o登’，¨国”f●暖天证0量霉搬晌址晕t+墨-⋯蔓．．1≥4⋯”董?幽s娜a函《!鍪篓鬻慧冀懑露蕤蒸戮}l乳F；I罗i钿墨墨墨盈墨叠■■—■—■——■——■誓i互ji}章巍1蕃囊．t期墨盈翟盔墨墨—■■■■—■——■——■—罨_-攀——o鬈兰溪；誉茎麓：雾7,224’似删5攀’’羹：‘3琴=‘’趾‘∞盯：3+’；ic‘oE。：=’；：‘：Ev：：’B窿鬣麓嚣勰獭罄{瓣黼黢霪毯黝器cⅫmⅫcⅢ，二l"】涵画蚕i∞∞E∞==焉≈Ⅻm目一：_。纠”⋯．：ls¨、瓦磊蕊’警二二：：二≤二：≈日∞m．曩：mⅫ。∞moie五矗一．15F％赫tc圃苣匠曼o“SCR"r鬻．．．写：：■藏-1．蠢：．!：二乏∽”"。”一i：㈣赢㈨嘣s一Ⅵ4i惭啪岍常哆蚋Hz里粤．垦至!膏l篓嚣舅嚣羹裂=鞭爨鏊鬻鬟鍪!鍪蹶莲!霎；凳：、』。：：i；．0：竺篡：：：’j：：i恙。甚：。：：。enT“-o：旨笔；昌晶l=：掣袅。：}’H鼻￡瞰c兰-删：；譬：￡鬟：：；妄一啦缸．二E州扪；}E：s：㈣口．I㈤：．柏ker妊矗协种“删一舳tc目圈函he～,b嗽he』!錾j：。。：‘：矗ji”．。．：!：。：zj鲋。。·．K，。。=．№c：。：；arc妊r龇t毒’耐t¨园圃irr，e～．Figure2．1KWICsampleconcordancelinesof“affordto’’(1eft)18 AStudyontheEffectsofData-DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSch001Students酊-F——磊_———————————————————一雷；：F————一；妒。黼E董著世靛鼯世强。葛赶E噩啦蠢夭jn叁置鞠的眦导筑一j器蓄生葶cⅢⅢ(m"∞"M日cm日嘶(CO立羔：：誊薹童二薹釜iii鍪：i薹兰：兰立_二=_：三二。二=一羔二。i：薹薹叁：≥量．羔。壁，i主室．：!!塑：。墨鲤；!型!窆(≯l矗＆蕞蕊晶赫“一。崾：：：：-二∽№ⅢLi■五i：：：：j：：-磊。，i’一善弘j譬蛳m一愿瞳囊。．：：曩s目：J．tl_b,em蕤三二墅里～；!!竖型里!竺罐辨礁!：*：j￡二：；¨ar多冀}等警鬻楚IJ曩甏；∞‰；mws-孽：■：蜮：五：：t¨：v■．}嚆：：一：：=；目：Ⅶ《5c。!蠖二：$‘∞h．№∞J=瘸z*蔓譬如m’札磷÷焉篆罢鼍一“’鼍：j：：：：ic：lⅦoi≯t∞礴oE：：面；面磊爵丽蹙舟譬：L·：：二：·g．÷．|s，5·!r．-of／。n：’：匾函蠹E五E!三囊瞄鞫¨!：：rc二m_EF耐}口蒋：：釜由陀f型剀Lm：3rⅥ型}’af—es1jc5≈jcr*。11：^e吼。c园函墨蟊雹0"㈨m：旧：e=嘲’，^"!帕％：：目圉匝蕊he一∞⋯：Ⅵ·m一：㈦：。_：％¨-ⅣM￡：函固冒重目i圈⋯H¨q：～r口t。E⋯：．^酝b℃：：Hbc刚b■c川．6一：：rM：e_}一＆o=1e疵￡z目互五蟊囊盔∥∞娜m·t：{+卅州■慨E：：bdb列j：edh“e笆鼬垤。：s‘ser!：：：‘：r=：一；醑“：二医匠i亟；¨w“w㈠m：HH"¨Iff。％．，医0函刊州一㈦潍、‰w出们∽|ffc％z匾日匝歪恍州。|^J斌沁船¨Ex：善mc：：函i五巨：№Ⅲwm"_：wx"一：mE：：函i歪E蔓蔓：m_v；m⋯∽"。℃¨e’一_------一一一·ficm：：I壁bb璺!!!!盈⋯：’e。：l二r望“Ⅵ。cr∈：#融rc：：bu甜；lheH5如。scs”}!_01tu：--；*1E：：o，：cln；：Figure2．2KWICsampleconcordancelinesof“affordto’’(right)Inthisway,theusageofthewordsandtheircollocationsituationscanbesearched．Ofcourse，KWlC(Figure2．2)justdisplaystherelativeshortsentencesofwords，SOcorpusanalysissoffwaresareneededtohelpcheckthecontextofwordsorphrases，whichincludeMonoconcPro，WordSmithTools，WordPilotandAntConc．Allinall，concordancesplayanimportantroleincorpusresearch．Learners，especiallyEFLlearners，willtouchlotsofrealandauthenticlanguage，whichisveryusefulandmeaningfultobothlanguagelearningandlanguageresearch．1．2．2StudiesonData—DrivenLearningDDLwasatermcoinedbyTimJohnsin1991，andJohns(1991)197一二：冀画一玉一一．一蕊一_一"，-：：：：!：：：；：：： MAThesisdefineditas”theuseintheclassroomofcomputer-generatedconcordancestogetstudentstoexploreregularitiesofpatteminginthetargetlanguageandthedevelopmentofactivitiesandexercisesbasedonconcordanceoutput”．Inotherwords，DDLcallhelplearnersexplorethetargetlanguageintheauthenticcontextandmaketheirowndiscoveries．Willis(1990：57)connectedDDLandreplicationactivitiesintheteachingtogetheLandheldtheideathatDDL‘wasthecommunicativeactivityintheclassroomwhichtriedtomakethe¨realworld”recur,becauserealcommunicationincludedtheexplorationtounknownfactors，thecollectionofinformationandthesettlementofproblems．Teachersextractedaseriesofsentencesincludingtargetstructuresfromlargecorporatomakestudentsrevealtheusagerulesoftargetstructures．Inordertofinishthetask，learnersmustpaymuchattentiontothetargetlanguage。-foralongtimeand’cooperateintheformofpairsorgroups，realizingthediscussionandconsultationofthemeaning．Accoi二dingto·Hunston‘(2002)，“DDLin；volvessettingupsituationsinwhichstudentsCananswerquestionsaboutlanguagethemselvesbystudyingcorpusdatainformofconcordancelinesorsentences．’’DDLisanewteaching‘patternwherecorporaareappliedintolanguageteaching．Theaimofthispattemistofindoutregularityandcharacteristicsofinterlanguageuseamongforeignlanguagelearnersbycomparingnmivelanguagecorpuswithnon-nativelanguagecorpus，retrievingthenative20 AStudyontheEffectsofData—DrivenLeamingontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudentslanguagespokenorwrittencorpusorusingself-establishedcorpus，whichcanenablelearnerstOfindouttherulesofreallanguageusefromtherealcorpus．ThemaincharacteristicsofDDL．areasfollowings：(1)Regardinglearners’autonomouslearningasthemainprocesscharacteristic．DDLemphasizeslearners’autonomiclearning，andiscompletelylearner-centered，elaboratingtheirownpersonalitytraits．ItrequiresstudentstObeself-government，self-surveillanceandself-assessmentinthelearningprocess．Atthesametime,theroleofteachersisalsoimportant．Theyaretheorganizers，negotiatorsandguidesintheprocess，helpstudentsdeepentheimpressionofknowledgeanddeveloptheirabilityofautonomouslearning．(2)Usingtherealandauthenticlanguageasthemainlanguageinput．James(1998)thinksthattheerrorsinducedbyteachersandteachingmaterialspossessacertainproportion．Forexample，thereexistmanyhomoionyms．Withtheexplanationsofteachers’languageintuitionanddictionaries，itisfarenoughtoexplainthesemanticnuancesofthem，whichmakesstudentsconfuseormisusethesewords．DDLcansolvetheproblemandtherearetwofeaturesofthelanguagedata．Oneisthehighqualityinput，andtheotheroneisthelargequantityinput．Little(1989)thinksthatbecauseauthenticlanguagecanactivatetherelativeknowledgeofstudentsaboutrealword，reallanguageandevenlanguage21 MA’llaeSISsystem，what"smore，itCallalsoconstructbetterlearningenvironment，allofwhichprovesthatauthenticlanguagecanpromotethesecondlanguageacquisition．(3)Emphasizingthelearningprocessofexplorationanddiscovery．DDListoleadstudentstomonitortheirlearningprocessbythemselves．Accordingtotheirneeds，theyexperience，exploreanddiscoverlanguageknowledge．(4)Advocatingbottom-upandinductivelearning．Studentsinducegrammarrulesfromalargenumberofreallanguagedata．TimJohnshasdividedDDLintothreesteps．Steponeistoidentify．Thatmeansteachersputforwardquestionsorstudentscomeupwithdifficultiesduringtheirlearningfirst；Steptwoistoclassify．Alargenumberofcorpusdatawillbeclassifiedandscreenedbyretrievaltool；Stepthreeistogeneralize．Thisisthemostimportant，that’Stosay,undertheguidanceoftheteacher,studentsunderstand，analyzeandconcludetherulesoflanguageuse，solvingtheproblemsputforwardinadvance．1．3．StudiesonCollocationsandData—DrivenLearningInthispart，wewillstudyoncollocationsandDDLathomeandabroadmainlyfromtwoaspects：studiesonobjectsofcollocationsandstudyonapproachestoDDL． AStudyontheEffectsofData-DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSch001Students1．3．1StudiesonObjectsofCollocationsFromtheaspectofresearchobjects，thestudiesoncollocationsmainlyincludetwokinds．OneislexicalcollocationsorgrammaticalcoilocationsaccordingtoBenson(1986)．Andtheotheriscollegestudentsorhighschoolstudents．Wang(2000)discussesthecollocationsofEnglishvocabulariesfromgrammaticalandlexicalaspects．Andthen，hestudiesthemsemantically．Hefindsoutthatcollocationnotonlyisasemanticproblem，butalsoreferstospecificityofdifferentcultureanddifferentlanguagesineachword．Huang(2002)makesanempiricalresearchoncollocationacquisitionofEnglishmajors．Hefindsoutthatstudents’collocationcompetenceiscloselyrelatedtosecondlanguageproficiencyandtheircollocabilityhasaprominenteffectoncollocationacquisition．Sun(2008)discussesthree1eveldifIferentcollocationalbehaviorsofChineselanguagelearnersbasedonCLEC．Thedataisfromthreesub—corpusofCLEC，includingHSC，CECandEMC．Shethinksthatlexicalcollocationsreflectthenatureoflanguageuseandtheerrorsofthemmainlycomefromthedifferencesinlanguageandculture；WhilegrammaticalcollocationsreflectthecomplexityoflanguageuseandlowlevelEnglishlanguagelearnerstendtousesimplelanguagestructure．Theresearchfindsoutthathighstudents’abilityofgrammaticalcollocationlearningisthelowest．23 AL气lneSlSZhangandYang(2009)studiesthe1481V-NcollocationerrorsinCLEC，andtheresultsshowthatmisuseofdelexicalverbs，L1negativetransferandSOonaretheimportantreasonsforV-Ncollocationerrors．Li(2011)analysesthecurrentsituationoflexicalcollocationsbydifferentlevelstudentsinChina，usingthequestionnairesurveyandinterviewmethod．Theresearchindicatesthat“verb+noun”collocationand“noun+noun"collocationaremuchdifficult，what’Smore，theattentiontolexicalcollocationsdecreaseswithgrade．Li(2011)pointsoutthatforChineseEnglishlearners，collocationlearningisalwaysadifficultpoint，especiallyverb-nouncollocation．TheresearchstudiescollocabilityofdifferentlevelL2leamers．What’Smore，heputsforwardthatit’Simportanttoimprovethelearners’consciousnessandincreasetheinputandoutputofcollocation．WangandZhou(2009)comparelexicalcollocationsandgrammaticalcollocationsandfindoutChineseuniversityEnglishlearners’performanceoflexicalcollocationslagsfarbehindtheirperformanceofgrammaticalcollocations．Zhou(2005)analyzestheerrorsinstudents’compositionsfromtheaspectofcollocations．HedistinguisheslexicalcollocationsandgrammaticalcollocationsandfindsoutcollocationsbetweencontentwordsandprepositionscombinationsarebothdifficultiesforEnglishlearners．Johns(1991)putsforwardthatoneoftheeffectofDDLisa24 AStudyontheEffectsofData-DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudentsrevaluationoftheplaceofgrammarinlanguageleamingandlanguageteaching．HefindsoutthatDDLiswellforintelligent，sophisticatedandwell—motivatedstudentsinBirminghamUniversity．EstlingVannestalandHans(2007)focusoncollegestudents’attitudestowardsgrammarandhowtheseattitudesareaffectedbytheintroductionofconcordancing．Huang，NanandYang(2003)explainhowDDLcanbeusedtoeffectivelypassonregisterknowledgetocollegestudentsintheirEnglishcompositionpedagogy．Theyareinagreementthatit’Simportantforstudentstodiscoverlanguagerulesactivelyfromanumberoflanguagematerials．Guo(2007)putsDDLmethodinto‘．"dynamicgrammar”teachingforEnglishmajorsfromaspectsofmorphosyntax，semanticsandpragmatics．Afterpractice，shethinksthatDDLnotonlyhelpsstudentsachieveautonomousleamingbutgraspnativelanguage．Finally,shealsocomesupwithsomesuggestionsforfurtherstudy．WangandYang(2009)introducestheDDLmodelandapplyitintheteachingofBritishandAmericancultures．Theyalsoanalyzethesemanticprosodyoftheword“feminism"．Finally,theyfindthatusingDDLcanleadtobettereffect．Huang(2010)comparesthecollocationacquisitionofEnglishmajorsbyempiricalstudywhichhasbeenmadetotestifytheeffectivenessofDDLoncollocationacquisition．TheresearchillustratesthatnotonlycanDDLarousestudents’interestinthelearningofcollocationacquisition，butitalsocanpushthedistinctionandacquisition MAJ11eslsofthesynonymsbytheroleofmothertongue’Spositivetransfer．Oi(2011)usestheDDLmethodintoEnglishvocabularyteachingandlearningincollege，SOthatshecanknowsomethingaboutvocabularyknowledge，suchascollocation，word-meaningindifferentcontextsandlexicalgrammarstructures．Inheropinion，theDDLmodelhasmanysuperioritiesandit"smuchmoreeffectiveinEnglishvocabularyteachingandlearningincollegethantraditionallearningmethod,Ofcourse，DDLcanbealsoappliedintohighsch001．Zhang(2008)appliedDDLintohighschoolEnglishvocabularyteachingandleaming．Afterherexperiment，shefindsoutthatusingcorpusreasonablycaneffectivelyimprovestudents’vocabularyleaminginclass．Li(2011)compares、thecorpus·-basedandstudent·-centeredteachingmethodwithteacher-centeredteachingmethod，basedonhighschooljuniors．Shefindsoutthatasforlong-termmemoryofreceptivevocabularyknowledge，theformeriSmuchbetter．1．3．2StudiesonApproachestoData-DrivenLearning一‘●^一Ftomtileviewpomtofresearchapproaches．theStudiescanbedividedintocomputer-basedandnon—computerbased(Benson，1986)．Guan(2005)expoundsthatconscious-raisingandnoticinghaveanimportanteffectonlanguagelearning．Thenshetakesconditionalsentencesforexample，usingtheMICASEconcordanceinclass．Sheasks26 AStudyontheEffectsofData—DrivenLearning0ntheEnglishGrammaticalCollocationlearningofMiddleSch001Studentsherstudents(Non-Englishmajors)toopenthewebsitehttp：／／www．hti．umich．edu／rn／miscase，andtheninquiretheword“if’，andfinallydiscussandsummary．ShefindsthatusingcomputerinclassCanarousethestudents’attentionanditalsoCanachievebetterteachingeffect．AlexB(2011)reportsonamedium-termexperimentcomparingnoticingskillsbetweenexperimentalandcontrolgroupsoflower-intermediatelearnersofEnglishinanarchitectureschoolinFrance．TheexperimentalgroupsarerequiredtoexploretheBritishNationalCorpusonline．TheresultsshowthatthemainadvantagesofDDLgowellbeyondtheshort—termlearningoutcomesgenerallyexaminedincurrentresearch．AlexB(2011)pointsoutthatthedefinitionofDDLisdynamic．Withthetimegoing，DDL．isalsodeveloping．Hestudies61empiricalarticlesanddividesthemintothreekinds：typeA：19withamoreorlessexplicitclaimtobeingDDL；typeB：23withatleastsomereferencetoJohn’Sworkand／orDDL；typeC：19withnoreferenceatalltoJohnsorDDL．Tworesultsstandout：oneisthattypestudiesaremorelikelytObeprovidingtheleamerswithprintedDDLmaterials，andtheotheristhattypeBandtypeCmainlyrequirelearnerstoanalyzedatausingcomputer．AlexB(2009)usesthepaper-basedorprintedmaterialsinEnglishteachingandproposesthatit’Snecessarytoabandonsomehardlineprinciplesinordertogetothersacross，toencourageteachersandlearnerstotakethefirststeps．AlexB(2010)putsforwardthatprintedmaterials27 MA’11neSlScancounteranumberofpotentialbarriersandmaythusenableDDLtoreachawilderaudience．Johns(1991)says“experienceinusingconcordancedatareactivelyhasindicatedthatitcouldbeusedproactivelyalsoinamoretraditionalteacher-centeredsetting⋯’’JustasAlexB(2010)saidtheprinteddatawerepartofJohns’originalvisionandoneheneverabandoned．一Summar、7CollocationisoneofthemostimportantanddifficultgrammaticalpointsinEnglishteachingandlearning．Lombard(1997)explainsthatcollocationsaredifficultconstructionsfornon-nativespeakersunlesstheyareaware．Wei(2003)alsopointsoutthatcollocationisundoubtedlyoneofthemostimportantconceptsandresearchcontentsinthefieldoflinguistics．ThispaperadoptsitsdefinitionintheBBICombinatoryDictionaryofEnglishwrittenbyMortonBenson．Itcanbedividedintogrammaticalcollocationsandlexicalcollocations．Comparedwithtraditionalteachingmethod，DDLhasmoreadvantages．Butasforlow-levellearners，it’Sbettertousepaper-basedmethod．JustasAlexB(2009)said，inmanyresearches，thelearnersareexperiencingtheirfirsttasteofDDLwithnopriortraining，SOtheresultsnotonlyshowthatDDLcanleadtoimmediatelearning，butsuggestthattrainingandfurtherexperiencecan28 AStudyOntheJzrlectsotData-DrivenLearningOilthegngllsla(．irammatlcal(jollocationleammgofMiddleSchoolStudentsgiveitadistinctadvantageovertraditionalteaching，evenatlowerlevels．ThoughthereisafactthattherearefewresearchesongrammaticalcollocationlearningofmiddleschoolstudentswiththemethodofDDLmodelbothathomeandabroad．Intheopinionoftheauthor,it’Sbettertosummarizetherelatedresearchesathomeandabroadformtwoaspects．Basedonthepreviousstudies，theauthordoestheresearchfromanovelperspective．29 MAThesis30 AStudyontheEffectsofData-DrivenLearningontheEnglish(JrammaticalCollocationlearningofMiddleSchoolStudentsChapterTwoTheoreticalBackgroundThetheoreticalfoundationsofthispapermainlyincludethreefollowingtheories：constructivelearningtheory,L1transfertheoryandtheinputhypothesis．Asiswell—knowntoall，it’Snecessaryandimportanttoputtheoriesintopractice．UsingDDLmethodtolearnEnglishgrammaticalcollocationsperfectlyembodiesthecombinationoftheoriesandteachingpractice．2．1ConstructiveLearningTheoryConstructivismisoneofthebranchesofCognitivePsychologySchool，whoserepresentativepersonagesarePiaget，Kernberg，Stemberg，KatzandSOon．ItcomesfromPiaget’Sgeneticepistemology．Piagetisoneofthemostpowerfulpsychologistsincognitivedevelopmentfield．Piaget(1967)definedconstructivismthat”Knowledgeisactivelyconstructedbytheleamer,notpassivelyreceivedfromtheenvironment¨．Inhisview,childrengenerallyestablishtheunderstandingoftheoutsideworldduringthecourseofinteractionbetweenchildrenandtheirenvironment．WhileStembergandKatzemphasizethatindividualidentityplaysthecriticalroleinthecourseofestablishingcognitivestructure．TheimportantconceptofConstructivismisscheme，which31 MArnlesisreferstoindividual’Swaysofthinkingandsensorycomprehensionoftheworld．Itisthestartingpointandcoreofcognitivestructure．J．S．B(1983)holdstheideathattheaimofeducationistoprovideamodelofrealworldforstudents，bywhich，studentscansolvealltheproblemsinlife．Meanwhile，hethinksthatstudentsarenotthepassiverecipientsofknowledgebutpositiveinformationprocessors．Thecont。entsofConstructivismareveryrich，buttheycanbesummedupinaword：itlaysemphasisonstudentsandtheiractivediscovery,activeexplorationandmentalconstruction．Thebasicideasofconstructivelearningtheoryareasfollows．Thefirstisknowledge—basedviewandlearningview．Constructiveholdstheideathatknowledgeisnotpureorobjectivereflectsofreality,andthesymbolsystemofknowledgeisalsonotabsolutelytruerepresentation．Trueunderstandingisestablishedbasedonleamers’ownexperience，anddependsonlearningprocessinthespecificsituation．Otherwise，itCanbecalledmechanicalmemorizingorpassivelearning．What’Smore，teachersshouldn’tteachstudentspreliminarydeterminedknowledgeandletstudentsreceivepassively．Studentsshouldreceiveknowledgeconstructedbythemselvesandbasedontheirexperience，andanalyzetherationalityofknowledge．Inthethesis，grammaticalcollocationlearningisoneofthekeypointsinEnglishleaming．GenerNlyspeaking，teachersteachstudentsonlytheirrulesorformsandaskstudentstoremember32 AstudyontheEttects01Data-DnvenLearningontileEngllSlakirammatlcaltSollocatlonlearningofMiddleSch001Studentsthemhard．Itmaybeverypassiveforstudents．UsingDDLmodelcannotonlyarousestudents’interestinEnglishlearningbutalsoprovideanopportunityforstudentstodiscovernewknowledgebythemselves．WhenstudentsuseDDLmethodtolearngrammaticalcollocations，theycanfindouttherulesorusagesbyobservingindexlines．Justasconstructivelearningtheorydescribes，studentslearnnewknowledgemainlyconstructedbythemselvesandthisconstructioncan’tbereplacedbyothers．Thesecondisteachingviews．Constructivismteachingemphasizestheinitiative，socialityandsituationoflearning．Teachingisnottheknowledgetransferbutknowledgeprocessingandconversion．Teachersshouldbetheguidersandcooperatorsforstudentstohelpthemconstructtheirknowledge，whilestudentsworkastheactiveexplorersofknowledge．Teacherscanhelpstudentsconstructthemeaningofcurrentknowledgebycreatingsuitableandappropriatesceneorprovidingsomeclueswhichcanrevealtherelationshipbetweennewandoldknowledge．Teachingdoesn’ttransfertheobjectiveknowledgeanylonger,butactivatesstudents’originalrelatedknowledgeexperience，promotingstudents’knowledgeconstructionactivitiesandrealizingtherearrangementandconversionofknowledgeexperience．Leamersconstructtheunderstandingofthingsintheirownways，SOcooperativelearningispaidmoreattentiontobyconstructivists，making33 MAnesisunderstandingmorerichandcomprehensive．Infact，thedifferencesamongstudentsarealsopreciousphenomenonresources．GrammaticalcollocationsareoneofthedifficultiesinEnglishlearning．It’Simportantandnecessaryforteacherstohelpstudentsconstructtheirownknowledgeaboutgrammaticalcollocations．Basedonconstructivismtheory,data—drivenlearninghighlightsthelearners’dominantposition，andatthesametime，advocatestogivefullplaytheleadingroleofteachers．Inthismodel，studentsbecometheactiveconstructorsofknowledgeandinformationprocessor．DDLcreatesthelearner-centeredenvironment，providesalargeamountofknowledgeinformationresourcesandrealizeseverykindofautonomousorcollaborativelearningactivities．Inclass，first，teachersorstudentsputforwardquestions，andthen，studentstrytofindtheanswersorrulesaccordingtothecertainmaterials，andfinallystudentsandteachersgettheresultstogether,allofwhichisaccordancewiththeconstructivistviewofteaching．2．2L1TransferTheoryLanguagetransferisakindof”cross—languageinfluence”，whichincludestheinfluenceofL1onSLAandL1borrowingfromsecondlanguage．Odlin(1989)regardstheformeras．basictransfer,whilethelatterasborrowingtransfer．LanguagetransfermainlystudiestheinfluenceofL1onSLA．solanguagetransferbecomesthenameofL1 AStudyontheEtlectsotData-DnvenLearningontheEngllslakirammatmaltSollocatmnlearningofMiddleSchoolStudentstransfer．TheresearchofL1transferdatesfromthe1940sandl950sinAmerica．Lado(1957)everpointsoutthatit’SeasyforlearnerstolearnsecondlanguagesimilartoL1，whileit’SdifficulttolearnsecondlanguagedifferentfromL1．AndmanySLAresearchesshowthatL1transferisoneoftheimportantfactorstoinfluenceSLA，includingphonology,vocabulary,morphologyandsyntaxofsecondlanguage(Tang，2003)．AccordingtoL1transfertheory,inSLA，theusageofTransferCanbedividedintopositivetransferandnegativetransfer．Odlin(1989)thinksthatmeasuringthepromotingfunctionoflanguagedependsonthenumberofreducedmistakesandthelearningprogress．Positivetransferisthatthereexistmanysimilaritiesbetweenmotherlanguageandtargetlanguage，whichcanpromotethesecondlanguagelearning．However,negativetransferismother-tongueinterference，themainreasonofw11ichisthat1eamersmistakesomerulesorrulesystemsarethe，samebetweenmotherlanguageandtargetlanguage．SoweshouldadmittheexistenceofL1transfer．NotonlyshouldweadmitthatL1interfereforeignlanguagelearning，butalsonotdenyitspositivetransfer．Everywordineverylanguagehasitsownconventionalcollocationalrange．GrammaticalcollooationsinEnglisharemuchmorecomplicatedthanthatinChinese．Maybesomestudentsknowthemeaningoftheword，whiletheydon’tmastertheword’Srelatedcollocations．Thereasonsofthe35 M岭111esisproblemhavemuchtodowithL1interference．Heremainlyelaboratesthephenomenonofnegativetransferingrammaticalcollocationlearning．Odlinsummarizedtheresultsofnegativetransferasavoidance，overuse，performanceerrorsandmisunderstanding．Schachter(1983)holdstheideathatdirecttransferalwayshappens．Learnerswillusemothertonguetoconstructthehypothesesaboutthesecondlanguagerules．Asforgrammaticalcollocationlearning，whenChineselearnersuseEnglish，theyoftentransfersomeChinesecollocationsintoEnglish．JustasEckman(1977)say,transfereffectsaremostinevidencewhentheL1settingisunmarkedandtheL2settingmarked．Takesomeprepositionsforexample，first，prepositionsinEnglishareoftenputbeforenounphrases，suchas¨onthesofa"，¨inthepark”；WhileinChinese，prepositionscanbeputbeforeorafternouns，forexample，”他在院子里玩¨，tf／J、猫沙发上呢”；Second，whenthereappearsaprepositioninChinese，therewillnotappearanyprepositionandviceverse．Forexample，¨为人民服务¨canbetranslatedinto¨servethepeople"；Third，prepositionsinEnglishdifferfromverbs，whileinChinese，manyprepositionsCanbeusedasverbs，suchas"在"．ItissupposedtosaythedifferencesbetweenL1andtargetlanguageareobjectivelyexistentbesidesprepositions．Thoughstudentshavelearnedmanywordsandrememberedtheircollocationsdiligently,whentheydoexercisesortakeEnglishexams，theystillcan’tdothemwell，36 AStudyontheEffectsofData—DrivenLearning01"1theEnglishGrammaticalCollocationlearningofMiddleSchoolStudentsmostofwhichresultsfrommothertongueinterference．Butwecananalyzeandgrasptheirrules，increaseauthenticinputandcreatethelanguageenvironmentbystrengtheninglanguagepracticetohelpstudentsovercomethenegativeinfluencethatdifferencesbring．Cheng(2012)indicatesthatL1transferespeciallynegativetransferisdifficulttoavoidinforeignlanguagelearning．ButitCanbeeffectivelyavoidedbycreatinggoodEnglishlearningatmosphere，collectingauthenticEnglishmaterials，carryingoutEnglish-ChinesecontrastlearningandSOforth．Asiswell-knowntoall，providingtherealandauthenticlanguageasthemainlanguageinputisoneofthemaincharacteristicsofDDL．ThispaperadoptsCOCAcorpus，whosecontentsareveryrich，includingfivesub—corpora，suchasspoken，academic，fiction，magazineandnews．Usingthecorpus，studentsCanfindtherulesofEnglishgrammarsbyobservingalargenumberofauthenticmaterialsandcomparingthemwithChineserulesautomatically．2．3InputHypothesisEllis(1985)definestheterminology“secondlanguageacquisition”asthesubconsciousorconsciousprocessesbywhichalanguageotherthanthemothertongueislearnedinanaturaloratutoredsetting．Theoriesofsecondlanguageacquisitionincludeseven，includingtheAcculturationModel，AccommodationTheory,DiscourseTheory,the37 MA’l’neslsMonitorModel，theVariableCompetenceModel，theUniversalHypothesisandaNeurofunctionalTheory,amongwhich，Krashen’SMonitorModeliSthemostclout．TheMonitorModelincludefivehypotheses：theacquisitionlearninghypothesis，thenaturalorderhypothesis，themonitorhypothesis，theinputhypothesisandtheaffectivefilterhypothesis．However,asfarastheinputhypothesisconcerned，itstatesthat‘acquisition’takesplacesasaresultofthelearnerhavingunderstoodinputwhichisalittlebeyondthecurrentlevelofhisorhercompetence(i．e．thei+llevel)．Inputthatiscomprehensivetothelearnerwillautomaticallybeatthefightlevel(Ellis，1985)．Krashenholdstheideathattheidealinputshouldhavefourfeatures：(1)Itisintelligibility；(2)Itisnotonlyinterestingbutrelevant；(3)Itisungrammaticalprocedurearrangement；(4)Itshouldhaveenoughinputquantity．COCAhasrichcorpusresourceswhichisequippedwiththesefourfeatures．Corpusisacollocationofnaturallanguageusedinarealcondition．What’Smore，it’Sintelligibilityanditscontentsarerichandvariouswithenough1nputouantlty．Astorgrammaticalcollocations，corpuscan一-●-一’一providelearnerswithalargeamountofinformation，whichmeetsthelearners’inputrequirements．SummaryInthethesis，studentswilllearngrammaticalcollocations，using38 AStudyontheEffectsofData—DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudentsData—DrivenLearningmethod．Inthisprocess，threetheoriesprovidethetheoreticalsupport．Theteachingandlearningviewsofconstructivelearningtheorycoincidewellwiththethesis．L1transfertheorywillenablestudentsknowthedifficultiesduringthegrammaticalcollocationlearning．Inordertofacilitatestudentstomasterknowledgebetter,it’Sbettertousethepositivetransferandavoidthenegativetransfer．Krashen’S，inputhypothesisprovesthatenoughinputquantityistheguaranteeofstudents’efficientandeffectivelearning．39 MAInesls AStudyontheEffectsofData—DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSch001StudentsChapterThreeResearchMethodologyInthispart，wedecidetostudythemethodologyandresearchprocedurefromfouraspects：researchdesign，researchprocedures，datacollocationanddataanalysis．Amongthem，researchdesignincludesresearchquestions，researchobjectsandresearchinstruments．3．1ResearchDesignInthispart，researchdesignincludesthreeaspects．Twomainresearchquestionsareputforwardfirst，andthenresearchobjectsandinstrumentswillbeclearlydescribed．3．1．1ResearchQuestionsInthethesis，wewilldiscussthefollowingtwomainquestions：(1)Isthedata-drivenlearningeffectiveongrammaticalcollocationlearningofmiddleschoolstudents?IfSO．towhatextent?(2)Doesdata-drivenlearninginfluencegrammaticalcollocationlearningintermsoflanguageproficiency,levelsofdifficultyandtypesofknowledge?IfSO，towhatextent?41 MA’11hesls3．1．2ResearchSubjectsTheresearchobjectsinthethesisarethethird—-yearmiddleschoolstudentsinonemiddleschoolinChangsha，fromwhicha11experimentalgroupandacontrolgrouparechosenatrandom．Theformerhas41studentsandt11e1atterhas40students．3．1．3ResearchInstrumentsThestudyadoptsthefourfollowingresearchinstruments：COCAcorpus，，pre—test，post-testandquestionnairesurvey．Theywillbedescribedonebyoneinthefollowing．3．1．3．1COCACorpusCOCAcorpusistheabbreviationofCorpusofContemporaryAmericanEnglish，whichincludes450millionwordsandthetimeperiodofwhichisfrom1990to2012．What’Smore，itswebsiteishttp：／／corpus．byu．edu／coca／．ItmainlyhasfourCharacteristics：1)ItprovidesUSwithfreeofchargeforlearningonline；2)It’SnotonlythelatestcontemporaryEnglishcorpusinAmericabutthelargestEnglishparallelcorpus；3)Itincludesfivesub—corpora：SPOK(spoken)，FIC(fiction)，MAG(magazine)，NEWSandACAD(academic)，whichhasrichcorpusresources；4)Ithasthreebasicconditionsofagoodcorpus：size，speedandannotation(Davies，2005：301)．UsingCOCAcorpus，different42 AStudyontheEffectsofData—DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSch001Studentstypesofresearchescanbecarriedout，suchasthecollocationsituationofwordsorphrases，comparativeanalysisofsimilarwordsorphrases，thefrequencyoftheword，analysisofsentencepattems，semanticprosodyofwords，etc．Butasforacorpus，corpusanalysissoftwareisneededtohelpcheckthecontextofwordsorphrases．Inthethesis，AntConc3．2．4willbechosen．ThenwewillbrieflyintroduceAntconc3．2．4．Themainreasonofchoosingitisthatit’SfreeofchargeforUS．Antconc3．2．4wasbomonApril16th，2002，andhassevenfunctions：concordance，concordanceplot，fileview,clusters，collocates，wordlistandkeywordlist．Take“affordto’’forexample，it’SlikethiswithAntconc3．2．4．(SeeFigure3．1)Fi3．1lgure31●Ifyouwanttolookupthecontextofeachsentence，youcanclick“Fileldew”．Theresultsfor“affordtO”areasfollowings．fSeeFigure3．21．43 MAThesis?w啪r由一l～宁1|!。eM曼臀Ⅵ删jClustersFCollocates|wo喇警|Hits21、File：affordlo．㈨脚帅一u刮3220i2燃McthezJcnesABCvision乞h毫乞sraysifCUrro；-dscrumble邑ndOUr2bridge宝collapse，wec邑n。乞affordC0fixthe正．工fTherearebrightyoungAuneric副nswhoh宣vethed=ire邑ndi工92012Sp0X6540wo：dsABCbe己五1etogctoc口llege．工’噩nozgoingtcbeabieto童三三ordtogo七ocollege．工’：Lno乞goingtobe邑bletoaet邑i7i2011ACADOccupaticnal]}壬ealthABC—Intbeircriginalpaperthey2di宝covered乞h邑Cthephr皂宝e"一一．wec邑nnot己ffcrdtospendmonev皿aking乞heworkerscemfortable”wasnotunknown七ced了ono峦i5ts．善322201lSPoIeC硎Beh邑rABC工h邑ve三goods芑l邑rV．工hRyeTWO’obs．W_hvc三n’t工己ffc=dtobuyth邑艺hOUSe?There皂宝on工can’艺邑ffo：dtobuyth邑chOUSe3832011F工CAn宣iogABC艺he量i：，工h己vet0adn艺hels卫墨置dehi拿poinT：工can三fford七oput王vmcneywhere噩V盎outhis．So工herebV曼口tee乞odon芑乞e_喜0220工iSPORPBSNewsHourABCmuche邑sierforu暑r1014．FA三D—D三一Sj；M一]l。AZA旦0二Buc，正。宝艺i：Epo：：t三n艺Iy，theyc童nnow兰三fo=dto矸et艺heirchiidteneducated，topreP邑re乞henextgener邑tionfor邑be乞ter1ife4592010N三WSAtlanc己ABCin兰[iuenti邑l口ee口ieintheworld?"宝he邑sked．”Wecan’七even邑ffc=d七obuy已car．"事’Aso：乞ofever，州。矗：邑n掌M己rtindoes∈1020工OSPoXJ≥BCThi量We皂kABCth己乞inter邑ctwithone已n0乞her．Second．we’regettingziche：，wecanaffcrdcebuy正cremedicine．And，third，medicineisbeco=／ngmorecompetent．3．1．3．2Pre．testFi3lgure．2．ZFirstofall，weshouldknowtheclassificationofgrammaticalcollocationsinthethesis．Inintroduction，fromtheaspectofcollocationfrequencyinthefivebooksofmiddleschoolEnglishtextbookspublishedbyPEP．wehavelearnedthatgrammaticalcollocationshavehigherfrequencythanlexicalcollocations．Therefore，grammaticalcollocationsarefocusedoninthethesi：s．Inchapterone，wehavealreadyknowntheclassificationofgrammaticalcollocationsmadebyMortonBenson，．EvelynBensonandRobertIlson、nTHEBBIcoMBINAToRYDICTIoNZRYoFENGLISH．Butwealsoshouldknowthattheresearchsubjectsareoneofthe AStudyontheEffectsofData-DrivenLeammgontheEnghshLirammatlcalUollocatlonlearningofMiddleSchoolStudentsthird-yearmiddleschoolstudentsinonemiddleschoolinChangsha．Soweshouldclassifythegrammaticalcollocationsaccordingtothestudents’presentEnglishlearninglevel，forexample，becausetheyhaven’tlearnedsubjectclauses，appositiveclausesandpredicativeclauses，“nounfollowedbyathatclause”，“It+vt．(sb．)followedbythat-clause"and“adjectives+thatclause’’aren’tincluded．What’Smore，typeeightincludes19Englishverbpattems，amongwhichsomecanbemergedbecauseofexcessiverefining．Nowwecanclassifygrammaticalcollocationsbasedontheabovefactorsasfollows．Table3．1ClassificationofGrammaticalCollocationsbytheauthorClassificationExamplenoun+prepositiontheanswerto／thewaytonoun+infinitiveItwasapleasuretodoit．Shemadeanattempttodoit．preposition+nounbyaccident，inadvanceadjective+prepositionangryat／fondofadjective+infinitiveItwasnecessarytOwork．Heisreadytogo．verb+prepositionlivein，send⋯to，buy．．．forverb+infinitive／gerundforgettodo／likedoingverb+baseformofaverb／gerundseesb．do／doingmodalverbscan，may,shouldwh—wordsinobjectclausewhat，why,how,whereBasedontable3．1．apre—testcanbeconductedbetweentheexperimentalgroupandthecontrolgroup．However,thetesttiming45 MAThesisshouldbepaidmuchattentionto．Pre-testcanhelpUSknownotonlythegrammaticalcollocationsituationbetweenexperimentalgroupandcontrolgroupbutalsothedifficultycoefficientofeverygrammaticalcollocationtype．Accordingtotheirdifficultycoefficient，wecanknowwhichgrammaticalcollocationtypeisthemostdifficultoreasiestforstudents．Thepre—testincludessixtymultiplechoicequestionswhichcovertentypesofgrammaticalcollocations．Everytypeincludessixmultiplechoicequestionsandeverymultiplechoicequestionhasfouritems，onlyoneofwhichisfight．Asfordetailsofpre-testquestions，seeAppendixI．3．1．3．3Post-testThepost-·testcanbecarriedoutintheexperimentalgroupattheendofthefirstterm．Atthistime，thestudentsinexperimentalgrouphavelearnedsomegrammaticalcollocations，usingDDLmethod．TheyhaveacertainunderstandingofDDLmethod．Therefore，post—testcanhelpUScheckandexaminetheeffectofDDLtostudents’Englishlearning．However,anotherpointtobenotedisthatthispaperfocusesonthreetypesofgrammaticalcollocations：verb+baseformofaverb／gerund，verb+prepositionandverb+infinitive／gerund，whichdecreaseindifficulty．Throughthepost—test，wecanknowwhichisthemosteffectiveforstudents’EnglishlearningbyDDLmethod． AStudy01"1thel三tlectsotData-DrivenLearnmgorlt11eEnglishL／rarnmatlcalGoJlocat]onlearningofMiddleSch001StudentsInthepost—test，eachofthethreetypesincludes20multiplechoicequestions．What’Smore，eachofthemalsocanbedividedintotwokindsofknowledge：theknowledgetheyhavelearnedandtheknowledgetheyaregoingtolearn．That’Stosay,post—testincludes60multiplechoicequestions，thenumberofwhichisthesameaspre—test．ThedetailsofitcanbeseeninAppendixII．Furthermore，theircontentsarethesameandtheyarebothrelatedtogrammaticalcollocationsinmiddlesch001．3．1．3．4QuestionnaireSurveyAfterthepost-test，studentsinexperimentalgrouparerequiredtofillinaquestionnaire，whichmainlyaims·atfindingoutothereffectofDDLonstudents’Englishlearningbesidestheresultsobtainedbytwotests．Forexample，wecanlearnwhetherstudentsknowtheDDLmethodbefore，whethertheylikethemethodtolearngrammaticalcollocationsandotherEnglishgrammarpoints．Thequestionnairesurveyisdesignedintheformofmultiplechoicequestions．AnditisdesignedbyreferencetoYu(2007)andYang(2012)．Basedontheactualsituation，thereexistsomemodifications．SeeAppendixIII，andyoucanseethedetails．3．2ResearchProceduresThepaperdoesaresearchongrammaticalcollocationlearningin47 MAnesisoneofthemiddleschoolsinChangsha．Intheearlystage，manyteachersandstudentsinmiddleschoolareinterviewed，andnearlyallofthemholdtheideathatgrammaticalcollocationlearningisoneofthemostimportantdifficultiesinEnglishlearninginmiddlesch001．Inordertosolvetheproblem，thepapertriestoadoptDDLmethodtohelpstudentslearngrammaticalcollocations．3．2．1ExperimentalProceduresJustaspreviouslymentioned，usingDDLmethodinEnglishclassmainlyneedsthreesteps：identification，classificationandgeneralization．First，identificationmeansthatthequestionisputforwardbyteachersorstudentsduringtheEnglishlearning．Second，classificationreferstoscreeningandclassificationoflargeamountoflanguagedataretrievedfromtheCOCAcorpus．Third，generalizationisthatstudentsunderstand，analyzeandsummarizetherulesoflanguageuseguidedbyteachers．Accordingtotheclassificationofresearchedknowledgeinthepaper,itincludesknowledgethatislearnedandthatisgoingtolearn．Thetwokindsofcollocationshavesomethingincommon．Sofirst，wewilltaketheVP而+fnfinitivecollocationaffordtoforexample．Nowwewilllearnthecollocation，usingDDLmethodintheexperimentalgroup．48 AStudyontheEffectsofData·DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudentsStep1IdentificationTheV8而+fnfinitivecollocationaffordtohasnotbeenlearnedbystudents．However,it’StheoneofthemostimportantcollocationsintheJuniorThreeaccordingtotheteachingsyllabusandrequirements．Therefore，it’Snecessarytolearnthecollocation．What’Smore，it’Simportantforstudentstomastertheusageofthecollocation．Step2ClassificationBeforeclass，theteachershouldpreparethepaper-basedmaterials．Inotherwords，theteachershouldextractthematerialsofaffordtofromCOCAcorpus．Thepointhereisthattherawmaterialsdirectlycollectedfromthecorpusaren’tsuitableformiddleschoolstudents．Therefore，thematerialsneedsortingandeditingbytheteacherbeforeclass，whichshouldcoincidewiththeEnglishleveloflearnersandwhosedifficultyshouldbemoderate．Seethefollowingmaterialaboutaffordto．1．ifourroadscrumbleandourbridgescollapse，wecan’taffordtofixthem．IftherearebrightY2．I"mnotgoingtObeabletoaffordtogotocollege．I"mnotgoingtobeabletogeta3．thatthephrase”⋯wecannotaffordtospendmoneymakingtheworkerscomfortable4．Ihavetwojobs．ⅥmYcan’tIaf亿rdtobuythathouse?ThereasonICan’t5．admithe’Smadehispoint：IcallafrordtoputmymoneywheremymouthiS．SoI6．mostimportantly,theycannowaffordtogettheirchildreneducated，topreparethenextg7．world?”sheasked．”W宅call’tevenaffordtobuyacar．”妒Asortofeverywoman8．Second，we’regettingricher,wecanaffordtobuymoremedicine．And，third，medicineis9．pousalmaintenance．ChrissaysheCanaffordtopay$6，000amonthjbutShariisaskingfor10．ownincometOO．IassureyouthatIcanaffordtobuyit．”Thiswasn’tquitethetruth11．basicintuitionpeoplehave：ICan’taffordtogetmarriedbecauseoftheeconomv．That’Sthe12．coupleswonderwhethertheycanaffordtobuyahome；peopleintheir40sand50s13．coastofScotland．Herfamilycouldn’ta仃ordtobuybooks．Ⅵ，11enshetamed6．theymovedto14．hairdresser—butthisye瓯wecanonlyaffordtogive$10．Shouldweapologizeinourcardfor15．Ididn’twanttObuynewchairs．Icouldn’taffordtobuynewchairs．”Ididn’tknowbearseven16．survivedinashelter．NowtheyCannotafrordtomove．becausethefamilybusinessisruined．49 MAlneSIS17．houseandlessfancycars?Cantheyaffordtosendtheirchildrentoexpensivecolleges，or18Ifwedon’tstopthis，wewon’tbeabletoaffordtopay,andthat46millionwillbe75million，19．shouldbestayingoutofjail．”≠}”ICall’taffordtogotoschoolwithouttheloans．Mydad’Son20．dinggroceriestohishouse．Hecouldn’taffordtogoshoppingalot．AndIapparentlythoughtThematerialispresentedintheformofKWIC．IntheKWlC-index，thekeywordsareplacedinthemiddleandhighlightedinbold．Theconcordancelinesareabouttwentyormorelines，asappropriate．Beforeclass，thematerialsarehandedouttostudentsinexperimentalgroup．Guidedbytheirteacher,studentswillseethequestionsfirst，andthenreadthepaper—basedmaterials．Thesynchronousexercisesarelikethis：Readtheabovematerials，andanswerthefollowingquestions．I．CanyouguesswhatthemeaningofthegrammaticalcollocationaffordtO／s?Canyouguesswhatthemeaningofthewordaffordbs?II．WhichwordshavethehighestfrequencybeforethegrammaticalcollocationaffordtO?III．WhatpartofspeechCanappearafterthegrammaticalcollocationaffordtO，nourl，pronoun，aajective，verborothers?’IVTranslatethefollowingsentences．(1)他不能够支付得起买一辆新车。(2)我能支付得起买这本书的费用。(3)他现在有很多钱，所以能够支付得起去周游世界的费用。Theywillobserveandanalyzethe．materialsbythemselvesandtheycanalsodiscusstheideaswiththeirpartners．However,theyshouldfinishtheaboveexercisesbythemselves．What’Smore，weshouldpayattentiontotheroleofcorpusanalysissoftware：AntConc3．2．4．Observingeverymaterial，studentswillknowashortandcompletesentenceandother50 AStudyontheEffectsofData-DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudentsincompleteinformation．Usingthecorpusanalysissoftware，studentscanseeabriefbutmorecompleteparagraph，Inotherwords，thesoftwareprovidessomeinformationofthecontext．Provingthecontextmayhelpstudentsmasterthecollocationsbetter．Inaddition，italsocanstimulatestudents’interestinleaming．Step3GeneralizationThestepissummarizing，whichisthemostimportantpartinthemodelofDDLlearning．Inthestep，guidedbytheteacher,studentswillsumuptherulesofcollocationsandchecktheiranswerstothequestions．Fromtheabovematerials，studentscanlearnthatthewordscan／can"t／could／couldnZoftenappearbeforethe。collocationandthemeaningofthiscollocationisthatsomebodyhasenoughmoneytobuysomething．What’Smore，thebaseformoftheverbisoftenfollowedbythecollocation．Intheprocessofthetask，studentscanCO-operateandnegotiatewitheachother,whichcanhelpthemgettheknowledgetheywillnotlearnbythemselves．Finally,theteachershouldfindoutthefeedbackoflearningoutcomeandmakeaself-summary．Bythemethod，notonlycanstudentsimprovetheirawarenessofgrammaticalcollocations，butalsocultivatethestudents’autonomouslearningability．Beyondthat，wecanalsolearnthetwoormorekindsofknowledgetogetheriftheyhavethefollowingcharacteristics：(1)theusagesofsome51 MAThesisverbsareveryspecial，andaftertheword，theformofbothinfinitiveandgerundcanbefollowed．However,theycanhavethesimilarmeaning，suchaslike；andtheyalsohavedifferentmeanings，suchasstop，tryandSOforth．Putthemtogether,andstudentswillhavesomecomparisonwiththem；(2)theyhavethesamemeaningbuthavedifferentgrammaticalcollocations，suchasgettoandarriveaffin；(3)theyhavethesameheadword，andtheycanhavedifferentmeaningsaccordingtotheirdifferentcollocations．Andwecantakeoneofthematrandomforexample，suchasforgettOdo／doing．Seethefollowingsteps：Step1IdentificationTheVg而+fnfinitivecollocationforgettOdoandVerb+gerundcollocationforgetdoingarebothneededtobemastedaccordingtotheteachingsyllabusandrequirements．However,it’Sstudiedthatbecausetheybothhavethesameheadword，SOtheirusagesareoftenmisusedbystudents．Step2ClassificationBeforeclass，theteacherhasalsopreparedtherelatedmaterialsextractedfromCOCAcorpus．Seethefollowingmaterialsaboutforgettodo／doinganditsrelatedexercises．1．atripfortwototheKentuckyDerby．Don’tforgettoweal"yourhat，butalsodon’tforgetto2．eavetheareathatyou’rein，Siftwillsay,don’tforgettocallmom．Soitknowsthatyou’releavin3．”He’11seeyouinaminute．Anddon’tforgettotakethesehome，”shesaidtoDominic，4．thelessonislearned．It’Seasytosimplyforgettoeat．”Newriderscanbepronetobonking52 AStudyontheEffectsofData-DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudents5．thankedtheparentstoday．Butplease，don’tforgettothankthemagainwhenyoumovebackin6．Butafterafewyears，it’Seasytoforgettosaythingslike’thankyou’and’please．’7．Feedtopetsnakes．jfi}Anddonotforgettowashyourhands．≠}Thatisthemessage8．happenstobestayingatourhotel．Iforgettocallmywife．Oops．She’Snotamusedwhe9．fromthekitchendoorway．”Don’tforgettotellheryoucalledme’姗“teGirl．’buddy．10．msforgettofeedmydogs．Theyforgettodotheirhomeworkandevenforgettomake11．andtookherhandaway．She’dneverforgetwalkingintothenursery．SeeingWilliamsilentan12．fridge’Sdietaryadvice．”IguessIcanforgetgoinganywhereelsethisevening．”Ⅵ01asai13．orfit，”saysMorrison．”I"llneverforgetseeingaphotoofHelenaChristensenwear14．”Sure，today．Ok，forgetknowingeverything．HowboutaLmosteverythin15．SaltLakeCityForgetlettinghimknowthatitbothersyou．Heakead16．moreofthesecharmingartifacts．Forgetspendinghundredsofdollarsonaprizedpieceofart17．howtohouseoneanother．I’11neverforgetbeinginterviewedinAfricaonce．andthebrother18．ht，man，nextweek．Bye．LEMON：Forgetgettingthosecooljearls，newshoes19．smashingyouintorocks．Sacrifice．Forgettryingtosaveanythingboat，binocs，tunasandwich20．10singyourlifeseveraltimes，forgetlosingyourbusinesses．IsthatwheretheexcitementReadtheabovematerials，andanswerthefollowingquestions．I．Accordingtotheconcordancelinesfromonetoten，guessthemeaningofforgettodo．Canyoumakearelatedsentencebyyourself7．II．Accordingtotheconcordancelinesfromeleventotwenty,guessthemeaningofforgetdoingCanyoumakearelatedsentencebyyourself7．III．Discussthedifferentpointsbetweenforgettodoandforgetdoing．IVTranslatethefollowingsentences．(1)在你离开教室时，不要忘记关灯。(2)不要忘记做作业。(3)他忘记了昨天已经告诉我这个事情。Thematerialsarealsohandedouttostudentsatthebeginningofclass．Studentsareaskedtoreadthequestionsfirst，readtheconcordancelinescarefullyandfinishedthequestionsbythemselves．Inthistype；studentscanfindouttheusageofeverycollocation，atthesametime，theteachercanusethecorpusanalysissoftwareAntConc3．2．4toshow53 MAThesisstudentsthecontext．Themoreimportantthingisthatstudentscancomparethetwocollocationssubconsciouslyandeventhinkabouttheirdifferences．Aftertheyfinishthequestionsbythemselvesinseveralminutes，theyaredividedintoabouteightgroups．Therefore，theycanexchangetheirideaswithothers，whichcanmakethemleammore．TheaimofthisstepistOletstudentshaveacertainunderstandingofthecollocationsfromthematerialsandcanformtheirownideas．Step3GeneralizationIt’Simportantandnecessarytogeneralize．Guidedbytheteacher,studentschecktheiranswersandsumupsomenecessarypointstogetherwiththeirteacher．Theyevenhavesomereflection．Asforthetwocollocations，studentsmayknowtheirdifferencesbutmaybenotcomplete．Atthistime，theteachershouldleadthemtosummarizethekeypointssystematicallyfromthematerials．Ofcourse，themethodaboveisusedinexperimentalgroup，whichiscalledDDLmethod．Itprovidesrealmaterials。fromthecorpus，fromwhichstudentscanfindouttherulesorfeaturesbythemselves．Putstudentsintoarealsituationwheretheycanexploreanddiscoverknowledgeactively．However,inthecontrolgroup，theystillusethetraditionalmethodtolearnthegrammaticalcollocations．Exactlyspeaking，theteacherwillletthemknowthemeaningofcollocationsfirst，andtakeoneortwosentencesforexample．Thesamethinginthetwo54 AStudyontheEffectsofData-DrivenLearningontheEnglishGrammatmalCollocatmnlearningofMiddleSchoolStudentsgroupsisthatstudentsinthetwoclasseswillhavethesamegrammaticalcollocations．3．2．2DataCollectionInthispaper,weshouldcollectthefourfollowingdata．Firstofall，weshouldcollectthedatafromallthesetofjuniorEnglishtextbookswhichwerepublishedbyPEPPress．Theaimisthatweshouldknowthefrequencydistributionofcollocations，includinggrammaticalcollocationsandlexicalcollocations．StudentsmayhavedifferentaspectofcollocationsintheirdifferentstageofEnglishlearning．Butasformiddleschoolstudents，weshouldnoticewhethergrammaticalcollocationsaremorefrequentlyusedandmisused．Furthermore，wealsoshouldknowthatmiddleschoolstudentsbelongtotheEnglishbeginners．Next，thedatafrompre—testshouldbecollected．ThedatacanhelpUSlearnthecurrentleaningsituationoftheexperimentalgroupandthecontrolgroup．What’Smore，itwillbeknownthatwhichkindofgrammaticalcollocationsisthemostdifficultforstudentsandwhichistheeasiestforstudents．Thefollowingdataweshouldcollectarefromthepost-test．Thepost—testiscarriedoutattheendofthefirstsemesterbetweentheexperimentalgroupandthecontrolgroup．Inthesituationofthesamegrammaticalcollocations，thetraditionalmethodisusedinthecontrol55 MAnesisgroup，whiletheDDLlearningmethodisusedintheexperimentalgroup．Afterpost-test，wecanknowwhichgroupimprovesmoreandwhichlevelstudentsimprovemore，highorlowlevel．Finally,thequestionnairedatashouldalsobecollected．Themainaimofthequestionnaireistofindoutotherinformationwhichcan’tbegainedbytesting，suchastheirrecognitionofgrammaticalcollocationsandstudents’attitudetowardsDDLmethod，whichcanhelpUSdothefurtherstudy．3．2．3DataAnalysisAftercollectingthenecessarydata，wewillanalyzethedataonebyone，usingthecorrespondinganalysismethod．Firstly,wewillcalculatethefrequencyoftheoccurrenceofgrammaticalcollocationandgrammaticalcollocationsintermsofpercentage，that’Stosay,thesituationoftheirfrequencydistributionshouldbeobtained．Secondly,asforpre—test，thetestpapersshouldbecorrectedfirst，andnexttherelevantdatashouldbeinputintoMicrosoftExcel．Finally,wecanusetheSPSSsoftware，whichisshortforstatisticpackageforsocialscience，toanalyzethedata．Inthisway,wecanobtainthedegreeofdifficulty．anddifferentiationofevery监ofthegrammaticalcollocations，andwecanalsodoreliabilityanalysisofthewholepre—test．56 AStudyOntheEffectsofData·DrivenLearningontheEnghshCirammatlcal120llocataonlearningofMiddleSchoolStudentsInaddition，byanalyzingthedata，itwillbeknownwhetherthereexistsignificantdifferencesbetweentheexperimentalgroupandthecontrolgroup．Thirdly,thepost—testpapershavingbeencorrected，theirdatashouldalsobeanalyzed．Justlikethepre—test，thedatashouldbeobtainedbySPSSsoftware，includingthedegreeofdifficultyanddifferentiationofthethreetypesofthegrammaticalcollocationsandthereliabilityanalysisofthewholepost—test．That’Stosay,whetherthewholetestisvalidshouldbeknown．Generallyspeaking，thereliabilitycoefficientsshouldbepaidattentiontO．Thefollowingdataweshouldanalyzearethemean，Std．Deviationofpre-testandpost-testbetweenthetwogroups．WhatcomesfirstisthatweshouldknowtheLevene’STestforEqualityofVariancesandT-testforEqualityofMeansbyusingindependentT-test，bywhich，thedifferencesbetweenthetwogroupscanbeclearlyobserved．Fourthly,thedatafromthequestionnairecanbealsoanalyzedintermsofpercentage．Byanalyzingthepercentage，therelevantinformationcanbegained．SummaryInthechapter,atfirst，twoquestionsareputforward．Theyareasfollowings．Thefirstquestionisthattowhatextentthedata—driven57 MA。lheSlSlearningiseffectiveongrammaticalcollocationlearningofmiddleschoolstudentsandthesecondquestionisthattowhatextentthedata-drivenlearningmethodinfluencesgrammaticalcollocationlearningintermsoflanguageoroficiency,‘evelsofdif!ficultyandofknowledge．Nextanguageprolaclency，,levelsotd11"13cultyandtypesotlmowleageNext1．，researchobjectsandinstrumentsareintroduced．Andthenresearchproceduresaretalkedabout．Thelastoneisaboutthedatecollocationandanalysis，throughwhichwehaveknownhowtocarryouttheresearch．Havingcollectedthedataandknowntherelevantdataanalysismethods，theauthorwilllisttheresultsandanalyzethereasonsinthefollowingchapter．58 AStudyontheEffectsofData-DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSch001StudentsChapterFourResultsandDiscussionInthechapter,somenecessaryresultsarepresentedindifferentforms，andthenthereasonsfortheresultsareanalyzedanddiscussed．Lastbutnottheleast，theauthorwillcomparetheresultswiththepreviousstudies．4．1DistributionCharacteristicsofCollocationsThethesisdividescollocationsintotwokinds：grammaticalcollocationsandlexicalcollocations．However,asiswell—knowntoall，theirdistributioncharacteristicsaredifferentaccordingtOdifferentlevelsoflearners．Asformiddleschoolstudents，theywilllearnfivetextbookstogether,whicharepublishedbyPEPandwhosenameareallGoforit!Accordingtothedetailclassificationsofcollocationsintheabovechapter,thedistributionsituationofthemareasfollowings：Table4．1DistributionofCollocationsintheFirstVolumeforGrade7：classificatin．十pr印．n．+infmitiprep．十n．adj+pradj．+inv．+prep．v．+infmitivonSveepfmitivee／gerundFrequency01310103Proportion30．2％2．3％23．3％7％classificativ+6ageformofmodalwh．word、I+n．adj．+n．／adv．V．+adv．OnSaverb|gerundverbsSn．+n．+adj．Frequency02094O1Proportion4．7％20．9％9．3％2．3％Tbta】grammatical29lexical14collocations67．4％collocations32．6％59 MA7lheslsTable4．2DistributionofCollocationsintheSecondVolumeforGrade7：classificatin．+prep．n．+infinitiprep．+n．adj+pradj．+inV．+prep．v．+infinitivOnSVeepfinitivee／gerundFrequencyl0211O227Proportion1％21．4％1％22．4％7％classificativ+6aseformofmodalwh．wordV．十n．adj．+n．／adv．V．+adv．OnSaverb／gerundverbsSn．十n．+adj．Frequency14O1713O11Proportion1％4％17．3％13．3％11．2％Totalgrammatical561exical41collocations57．1％collocations41．9％己lble4．3DistributionofCollocationsintheFirstVolumeforGrade8：classificatin．+prep．n．+infinitiprep．+n．adj+pradj．+inv．+prep．v-+iIlfinitivOnSveepfmitivee／gerundFrequencylI22633719Proportion0．6％O．6％14．6％4％2％24．5％12．6％classificati耵手6aseformofmodalwh．wordV．十n．adj．+n．／adv．v．+adv．OnSaverb／gerundverbsSn．+n．+adj．Frequency3691316213Proportion2％4％6％8．6％10．6％1．3％8．6％Totalgrammatical107lexical．44。collocations70．8％collocations29．2％ AStudyODtheEttectsol；Data·Dnven1．七ammgontileEngllslaorammatlcaltSOllOCatlonleammgofMiddleSch001StudentsTable4．4DistributionofCollocationsintheSecondVolumeforGrade8：classificatin．+prep．n．+infmitiprep．+n．adj+pradj．+i11v．+prep．v：+infmitivOnSVeepfmitivee／gerundFrequency2338696319Proportion0．9％1％18．8％3％4．5％31．2％9．4％classificativ．+baseformofmodalwh．WOrdv．十n．adj．+n．／adv．V．+adv．OnSaverb／gerundverbsSn．+11．+adj．Frequency4109118317Proportion2％5％4．5％5．4％4％1．5％8．4％Totalgrammatical1631exical39collocations80．7％collocations19．3％Table4．5DistributionofCollocationsinGrade9：classificatin．+prep．n．+infmifiprep．+n．adj+pradj．+i11v．+prep．V．+infmitivOnSVeepfmitivee／gerundFrequency1374419129141Proportion3．3％1．8％11．1％4．8％3％22．9％10．3％classificatiV．+baseformofmodalwh．WOrdV．十n．adj．+n．／adv．V．+adV．0nSaverb／gerundverbsSn．十n．+adj．Frequency1213962321Proportion3％3．3％2．3％15．6％8％2．8％Totalgrammatical261lexical137collocations65．6％collocations34．4％Asisseenabove，thedistributionsituationofcollocationsinfivetextbooksofmiddleschoolisclearlypresented．Itincludestenkindsof61 MAlneslsgrammaticalcollocationsandfourkindsoflexicalcollocations．Andwhatshouldbenotedhereisthatthekindofwh．WOrdcollocationsdenotethesewordswhichappearonlyinobjectclauses．Thefivetableslistthesituationoftheirfrequencyandproportion．Accordingtothefivetables，somerulescanbeeasilyfoundout．Themostoutstandingfeatureisthatineverytextbookofmiddleschool，grammaticalcollocationsoccurmorefrequentlythanlexicalcollocations．IntheFirstVolumeforGrade7，grammaticalcollocationsaccountfor67．4percent，whilelexicalcollocationsaccountfor32．6percent；IntheSecondVolumeforGrade7，grammaticalcollocationsaccountfor57．1percent，whilelexicalcollocationsaccountfor41．9percent；IntheFirstVolumeforGrade8，grammaticalcollocationsaccountfor70．8percent，whilelexicalcollocationsaccountfor29．2percent；IntheSecondVolumeforGrade8，grammaticalcollocationsaccountfor80．7percent，whilelexicalcollocationsaccountfor19．3percent；AndinGrade9，grammaticalcollocationsaccountfor65．6percent，whilelexicalcollocationsaccountfor34．4percent．Thesecondoutstandingfeatureisthatingrammaticalcollocations，twokindsofcollocations：prep．+，2andV印rep．，usuallyhavemuchhigherpercentages；However,inlexicalcollocations．V+聆collocationofferhasamuchhigherpercentage．Inaword，grammaticalcollocationlearningplaysanimportantroleinEnglishlearningofmiddleschoolstudents．Theresearchonitisnot62 AStudyontheEffectsofData-DrivenLeamingontheEnglishGrammaticalCollocationlearningofMiddleSch001Studentsonlyimportantbutalsomeaningful．4．2InfluenceofData--DrivenLearningonGrammaticalCollocationLearningThefollowingresultsarethemostimportantpartsinthischapter,themainreasonofwhichiSthattheresultscansolvemostoftheresearchquestions．Andfirstofall，theevaluationofpaperqualityshouldbeanalyzed．4．2．1EvaluationofPaperQualityInthefollowingpart，thequalityofthepapershouldbeexamined，whichincludestwoaspects：theanalysisofthepaperandtheanalysisofthetestquestions．Thefollowingcontentthatthevalidityofthepre-testandpost—test，difficultycoefficientanddiscriminationwillbeexplained．In．ordertochecktheeffectofthedata—drivenmethod，pre—testandpost—testarenecessarytobecarriedout．Nonetheless，everytestmustbeprovedvalid．That’Stosay,thetestpapermusthavereliability．It’SknowntoUSthatreliabilitymeansthattheresultstestedbythemeasuringtoolhavethecharacteristicsofstabilityandconsistency．Therearemanyrelevantmeasuringmethods，suchasinter—raterreliability,test-retestreliability,split—halfreliabilityandCronbach’Salpha．Inthisthesis，thereliabilityanalysisofpre·-testandpost·-testisexaminedwiththeCronbach’SalphamethodbySPSS15．0．Theresultsareshownasfollows63 MAThesisandseetable4．6andtable4．7．Table4．6CaseProcessingSummaryandReliabilityStatisticsofpre-testN％CasesValid81100．OExcluded(a)0．0Total81100．0Cronbach’SAlphaNofItems．84210Table4．7CaseProcessingSummaryandReliabilityStatisticsofpost—testN％Valid8l100．0CasesExcluded(a)0．0T0tal81100．0Cronbach’SAlphaNofItems二．8756Asyouseeabove，table4．6showsthecase，processingsummaryandreliabilitystatisticsofpre-testandtable4．7showsthecaseprocessingsummaryandreliabilitystatisticsofpost—test．Accordingtothefirstformoftable4．6andtable4．7，wecanknowthatallthepapersarevalid．ThesecondformisaboutCronbach’Salpha，whichisbasedontherelevancebetweenoramongitems．ItisbetweenO．00and1．00．Furthermore，themoretheCronbach’Salphais，thestrongertheinternalconsistencyis，and AStudyontheEffectsofData—DrivenLearningOiltheEnglishGrammaticalCollocationlearningofMiddleSch001Studentsthemorereliabletheresultis．Generallyspeaking，theCronbach’Salphashouldn’tbebelowO．70．Throughthetable．notonlycanknowtheCronbach’Salphaofpre-testisO．842；butalsowecanknowtheCronbach’Salphaofpost-testisO．875．Theresultsshowthatbothofthemhavegoodinternalconsistencyandhaveahighreliability．Next，whatweneedtoisanalyzingthedifficultycoefficient，discriminationofthetestquestionsinthepre-testandpost—test．Theanalysisofdifficultycoefficientcanhelpknowwhichkindofgrammaticalcollocationisthemostdifficultforstudents，andwhichistheeasiestforstudents．Meanwhile，theanalysisofdiscriminationcanhelplearnthequalityofthetest．Seetable4．8and4．9．Table4．8Difficultycoefficient，discriminationofthepre—testTypesdifficultycoefficientverb+baseformofaverb／gerund0．31preposition+noun0．34adjectiVe+preposition0．38adjective+infinitive0．43verb+preposition0．47modalverbs0．52noun+infinitive0．55preposition+noun0．56wh—wordsinobjectclause0．59verb+infmitive／gerundO．60Thedifficultycoefficientofthewholetest0．48Thediscriminationofthewholetest0．56818265 MAThesisTable4．9Difficultycoefficient，discriminationofthepost-test，nle12345678910dimcu0．640．650．580．600．680．570．640．670．52l～1l121314151617181920coeffi0．540．560．540．560．430．590．540．490．58cientof2l222324252627282930eVelyO．570．590．600．630．520．620．580．590．640．54test31323334353637383940questl0．530．520．530．54O．560．540．53O．600．590．63On4l424344454647484950O．650．59O．63O．65O．590．640．60O．62515253545556575859600．630．560．520．510．560．490．570．56‘Thedifficultycoefficielltofthewholetest0．576ThediscriminationofthewholetestO．65Beforeweanalyzethetables，weshouldknowsomethingaboutthedifficultycoefficientanddiscriminationofthetestpaper．Difficultyistestingthedifficultextentofthetestquestions，whichisoneoftheimportantindicatorsforevaluationtest．Generallyspeaking，it’Sadvisableforatesttohavedifficultywithmoderatelevel．It’Sbetterforasingleiternwithdifficultyfrom0．3tOO．7．whileit’Sgoodforawholetestwithdifficultyfrom0．5to0．6．Asforaquestion，ifmoststudentscansolveit，wecansaythedifficultyofitislow．Andiffewstudentscansolveit，thequestionisverydifficult．Inaword，thehigherthedifficultyis，theeasierthequestionis，andviceversa．ThediscriminationreferstothedistinguishingabilityoftestquestionstOstudents’psychologicalcharacteristics．Generallyspeaking，ifthevaluereachesabove0．4，itmeansthetesthasthebestdiscrimination；ifthevalueisbetween0．3and AStudyontheEffectsofData-DrivenLearningontheEnglishGrammatmalCollocationlearningofMiddleSchoolStudentsO．39，itmeansthetesthasbetterdiscrimination；ifthevalueisbelow0．2，itmeansthetestquestionsshouldbemodified．Fromthetable4．8，wecanseethatthedifficultycoefficientofeachtypeisbetween0．3and0．7．ThedifficultycoefficientofthewholetestisO．48，whichisatabout0．5andcanbeaccepted．ThediscriminationofthewholetestisO．568182，whichisabove0．4．Thetable4．8explainsthatthepre—testisverygoodfromtheaspectofthedifficultycoefficientandthediscrimination．Asispresentedintable4．9，thedifficultycoefficientofeveryquestionisbetween0．3and0．7．What’Smore，thedifficultycoefficientofthewholetestisO．576．whichisbetween0．5and0．6．Itmeansthatthedifficultycoefficientofthetestisverygood．Ontheotherhand，thediscriminationofthewholetestisO．65，whichiShigherthan0．4．Asweallknow,thehigherthediscriminationis，thebetterthepaperis．Allinall，wecanbelievethatthepaperhasaverygoodqualityanditcanbeusedtodoresearch．4．2．2EffectofData-DrivenLearningonTwoGroupsIndependent—SamplesTTestbelongstoparametrictest，anditneedstomeettheconditionthatthedatashouldcomefromdifferentgroupsofsubjects，andatthesametime，itcomparesthedifferencesbetweentwosetsofdata．ButbeforeusingtheIndependent—SampleTtest，wemustmeettwoassumptions：(1)Bothofthetwogroupsmustassumethenormaldistribution；(2)Bothofthetwogroupsmusthaveequalvariances．67 MAlneSISTheexplorationfunctionofSPSShasprovidedUSw．ithtwotestmethods：Kolmogorov—SmimovtestmethodandShapiro-Wilktestmethod，bothofwhichcanbeusedtoexaminewhetherthedataiSinaccordancewiththenormaldistribution．Sofirstofall，wewilluseKolmogorov-SmimovtestmethodtOexaminethedata．Seethefollowingtable4．10andtable4．11．Table4．10Kolmogorov-SmimovTestofPre—testTotalSCOreSN81Mearl31．31NomlalP锄me2粥(a，b)std．D晰ation10．758MostExtremeAbsolute．093DifferencesPositive．．069Negative．．093Kolmogorov．SmirnovZ．841Asymp．Sig．(2一tailed)．478aTeStdistributionisNormal．bCalculatedfromdata．Table4．11Kolmogorov—SmirnovTestofPost-testOne--SampleKolmogorov·-SmimovTestTotalSCOreSN81Mearl35．10NorlnalParame‘ers(a,b)Std．DeViation12．210MostExtremeAbsolute．100DifferencesPositive．100Negative．．070Kolmogorov-SmimovZ．902Asymp．Sig．(2-tailed)．390aTeStdistributionisNormalbCalculatedfromdata．68 AStudyontheEffectsofData-DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSchoo】StudentsFromtheabovetables，wecanseethatthepre-testandthepost-testbothfitthenormaldistribution．Inthefollowingexperiments，weshouldknowwhethertheyhaveequalvariances．Accordingtothethesis，thefirstquestionneedsUStoknowthecomparisonofthetwotestsbetweentheexperimentalgroupandthecontrolgroup，thedataofwhichcomefromdifferentgroupsofsubjects．Therefore，Independent-SamplesTTestshouldbecardedouttwicewiththehelpofSPSS15．0．NowtheresultsofIndependentSamplesTTestbeforetheexperimentareembodiedintable4．12．Table4．12ResultsofIndependentSamplesTTestbeforetheexperimentGroupStatisticsStd．ErrorclassNMeanStd．DeviationMearlTotalscoresGC4131．6311．7061．828CC4031．588．6641．370IndependentSamplesTTestLevene’STestfooEqualityofVariancest-testforEqualityofMeansStd．95％ConfidenceSig．MCanErrorIntervalofthe(2-taileDifferenDifferenceFSig．tdfd)CeceUpperLowerTotalEqualvariances3．605．061．02679．979．0592．293-4．5054．623scoresassamedEqualvariances．02673．700．979．0592．285-4．4934．612notassumed69 MAlneSlSFromthefirsttable，wecanknowthattheexperimentalgrouphas41students，andthecontrolgrouphas40students．Themeanoftheexperimentalgroupis31．63，andthemeanofthecontrolgroupis31．58，whichshowsthattherearesmalldifferencesbetweenthetwogroups．Fromthesecondformoftable4．12，firstofall，weshouldseetheLevene"sTestfo，EqualityofVariances．It’Seasytofindthatitssignificanceprobability(Sig．)isequaltO0．061，whichisgreaterthanO．05．Itstatesthatthevariancesofthetwogroupsareequal．Therearetwot-valuesbelowthelettert，whichincludestwoconditions：equalvariancesassumedandequalvariancesnotassumed．Accordingtotheabovesteps，weshouldlookuptheresultdatafromtheline·ofEqualvariancesassumed．Sig．(2一tailed)shouldbepaidmoreattentiontO，whosemeaningisthesignificanceprobabilityoftwo—tailedttest．Therefore，wecanseethevalueofSig．(2-tailed)isO．979，whichismuchgreaterthanO．05．Itshowsthatthetwogroupsdon’thavesignificantdifferencesintheirgrammaticalcollocationscoresbeforetheexperiment．Letitbeaddedherethat95％ConfidenceIntervaloftheDifferencecarlbetranslatedintoChinese“平均值的差值95％的置信区间”．Iftheconfidenceintervalincludes“0”．itmeansthatthedifferencebetweenthetwogroupsisnotsignificant,Iftheconfidenceintervaldoesn’tinclude‘一0’，itmeansthatthedifferencebetweenthetwogroupsissignificant．Fromthetable4．12，thevalueof95％CD妒denceIntervalofthe70 AStudyontheEffectsofData·DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSch001StudentsDifferenceisfrom一4．505to4．623，whichincludes“0”．Italsodemonstratesthatthedifferencebetweenthetwogroupsisn’tsignificant．Thefollowingtable(Table4．13)representstheresultsofIndependentSamplesTTestaftertheexperiment．Table4．13ResultsofIndependentSamplesTTestaftertheexperimentGroupStatisticsStd．Std．ErrorclassNMearlDeviationMearlTotalEC4l38．1512．8352．004scoresCC4031．9810．8211．711IndependentSamplesTestLevene’STestforEqualityofVariancest-testforEqualityofMeans95％ConfidenceStd．IntervaloftheSig．MearlErrorDifference(2-taileDifferenUppeFSig．tdfd)CeeerLowerTomEqualvariances3．480．0662．33779．0226．1712．641．91511．4281assumedsco。。Equalvariances2．34277．388．0226．1712．635．92411．419Snotassam酣Table4．12andtable4．13havethesameanalysismethod．Fromtable4．13，themeanoftheexperimentalgroupis38．15，whilethemeanofthecontrolgroupis31．98．Comparedwithtable4．12．wecanknowthatthemeanoftheexperimentalgroupimproves6．52points，whilethemeanofthecontrolgrouponlyimproveo．4points．Sowecansaythatafteraterm71 MAlllesisofgrammaticalcollocationlearning，thescoresoftheexperimentalgrouparemorethanthecontrolgroup．Inotherwords，thestudentsinexperimentalgroupimprovemore．Lookatthesecondformoftable4．13．andwealsoseetheLevene"sTestfo厂EqualityofVariancesfirst．Itssignificanceprobability(Sig．)isequaltoO．66，whichismuchgreaterthanO．05．whichstatesthatthevariancesofthetwogroupsareequal．Inthisway,theresultdatafromthelineofEqualvariancesassumed．sig．口一tailed)shouldbepaidattentionto．ThevalueofSig．(2-tailed)is0．022，whichismuchlowerthanO．05．Itindicatesclearlythatthetwogroupshavesignificantdifferencesintheirgrammaticalcollocationscoresaftertheexperiment．What’smore，in95％ConfidenceIntervalof‘theDifference，fromO．915tO11．428，itdoesn’tincludethenumber“0”，whichmeansthatthereexistsasignificantdifferenceofthemeanbetweenthetwogroups．Alloftheabovedatapowerfullyconfirmthatbeforetheexperiment，thetwogroupshaven’tsignificantdifferences，whileaftertheexperiment，thetwogroupshavesignificantdifferences，themainreasonofwhichisthatthetwogroupslearngrammaticalcollocationlearningwithdifferentmethod．Brieflyspeaking，data—drivenlearningmethodismuchmoreeffectiveonthegrammaticalcollocationlearningofmiddleschoolstudents．AccordingtoproceduresofDDLputforwardbyXuandZhang(2003)，thelearnersputforwardthequestionsorhypothesesfirst，with72 AStudyontheEffectsofData—DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudentswhichlearnersreadthecorpuscarefully,andthenanswerthequestionsoroverthrowthehypotheses．Intheprocess，DDLprovidesthelanguagefactsforlearners，aimingtoimprovetheconsciousness—raisingoflearnersforknowledgepoints．Inaddition，manyresearchesshowthatDDLcancultivatetheautonomouslearningabilityoflearners，suchasYu(2007)，Yang(2012)，Lv(2011)andSOforth．Therefore，thisresultofthethesisissupportedbymanyresearches．4．2．3EffectofData—DrivenLearningonThreeAspectsInthispart，effectsofdata-drivenlearningarediscussedfromtheaspectsoflanguageproficiency,levelsofdifficultyandtypesofknowledge．4．2．3．1LanguageProficiencyThefollowingthingweshoulddoisthatwewanttoknowhowthescoresofhigh·-scoreandlow··scoregroupstudentsintheexperimentalgroupchange．That’Stosay,aftertheexperiment，whichgroupimprovesfaster．Thefirstthingweshoulddoisdividingthehigh-scoregroupandthelow—scoregroup．Generallyspeaking，wealwaysregardthe27％studentsfromthehighestscoredownasthehigh—scoregroupstudents，whilethe27％studentsfromthelowestscoreupasthelow-scoregroup．Becausethetotalnumberoftheexperimentalgroupstudentsis41，each73 MAThesisnumberofthehigh—scoregroupstudentsandthelow-scoregroupis1I．Thescoresoftheexperimentalgroupareinaccordancewithnormaldistribution，SOthedatacanbeanalyzedwiththeaidofSPSS15．0．Seethetable4．14and4．15．Table4．14Resultsofthehigh—scoregroupbeforeandaftertheexperimentGroupStatisticsPre—testandStd．Std．Errorpost·testNMearlDeviationMearlTotalscoresPre．test1046．005．1581．555Post-test1054．183．5161．060IndependentSamplesTestLevene’STestforEqualityofVariancest-testforEqualityofMeansStd．95％ConfidenceSig．MearlErrorIntervalofthef2一taileDiffereDifferenceFSig．tdfd、nCeUpperLowerTotalEqualvariances．649．430-4．34720．000．8．1821．882．12．108-4．256scoresassumedEqualvariances-4．34717．644．000．8．1821．882．12．142．4．222notassumedTable4．15Resultsofthelow-scoregroupbeforeandaftertheexperimentGroupStatistics·Pre．testandStd．Std．Errorpost‘teStNMearlDeviationMeallTDtaJPre-test1017．OO5．7451．732scoresPost．testlO21．095．4121．63274 AStudyontheEffectsofData·DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSch001StudentsIndependentSamplesTestLevene’STestforEqualityofVariancest-testforEqualityofMeansStd．95％ConfidenceSig．MearlErrorIntervalofther2-taileDifferencDifferentDifferenceFSig．tdfd1eUpperLowerTotEqualvariances．246．625．1．71920．101-4．0912．380．9．055．873alassumedScoreEqualvariancesnot．1．71919．929．101．4．0912．380．9．056．874sassumedFromtable4．14and4．15，wecanknowthatthemeanofthehigh—scoregroupstudentsimprovesfrom46to54．18，increasedby8．18points．However,themeanofthelow—scoregroupstudentsimprovesfrom17to21．9，increasedby4．9points．Thoughbothofthetwogroupshaveacertaindegreeofimprovement，thescoresofthehigh—scoregroupimprovemuchhigher．Anotherdatawealsoshouldnoticeistheirsecondforms．Firstofall，seetheLevene"sTestforEqualityofVariances．Theirsignificanceprobability(Sig．)isrespectivelyequalto0．430andO．625，bothofwhichismuchgreaterthanO．05．Theyallillustratethatthevariancesofthehigh-scoregroupandlow-scoregroupareequal．Next，seetheirlinesofEqualvariancesassumed，Sig．(2一tailed)．ThevalueofSig．(2-tailed)oftable4．14is0．000，whichismuchlowerthanO．05．Itmeansthatthehigh-scoregrouphasasignificantdifferenceintheirgrammaticalcollocationscoresaftertheexperiment．However，intable4．15，th．evalueofSig．(2-tailed)is0．101，whichismuchhigherthan0．05．75 MA，nlesisOfcourse，weshouldknowthatthelow-scoregrouphasn’tasignificantdifferenceintheirgrammaticalcollocationscoresaftertheexperiment．Inaword，DDLmethodismoreeffectiv．efor、thehigh-scoregroupstudents，thereasonsofwhichcanbeconcludedasfollows：(1)Thehigh·scoregroupstudentshavetherelativehigherEnglishcompetencethanthelow-scoregroupstudents．Inaddition，mostofthemalsoh．avethebetterabilitytoacceptnewthings；(2)AsfortheDDLmethod，itsmaterialsareallfromthecorpus，andweneedtofindtherulesfromcarefullyobservingthecorpus，whichneedskeenobservationandtheabilityofthinkingandsummarizing；(3)Interestisthebestteacherforstudents．Mostofthehigh·scoregroupstudentstakemoreinterestinEnglishlearning．Inthethesis，testedknowledgeCanbedividedintolearnedknowledgeandnewknowledge．Asforleanedknowledge，thehigh-scoregroupstudentscarlhaveagoodreviewofit，usingDDLmethod．Whileasforthenewknowledge，theyareoftenwillingtoexploreitandmasterit．(4)ThoughtheDDLmethodcandevelopstudents’abilityofautonomouslearning，asformiddleschoolstudents，thisabilityofthemisSOlowandlacked．Therefore，maybetheresultsofsomeotherresearches，suchasLv(2011)，willshowthatthelow-scoregroupstudentswillimprovemore，buttheirresearchobjectsareallcollegestudents，whoseabilityofautonomouslearningismuchstronger．However,theresearchobjectsofthethesisaremiddleschoolstudents．76 AStudyontheEffectsotData-DrivenLearningontiletmgllslltJrammatlcaltsollocatlonlearningofMiddleSchoolStudentsTherefore，iftheresearchobjectsaredifferent，maybeSOaretheresearchresults．4．2．3．2LevelsofDifficultyInthepost—test，onlythreetypicalgrammaticalcollocationsarechosen，avoidingtoomuchjumbleandhavingnoprimaryandsecondly．Accordingtotheresearch．theV2而+infinitive／gerundcollocationis‘theeasiesttypeformiddleschoolstudents；theverb+prepositioncollocationhasthemediumdifficulty,that’Stosay,it’Sneithereasynordifficult；theverb+baseformofaverb／gerundcollocationisthemostdifficulttypeofgrammaticalcollocationformiddleschoolstudents．Inthispart，theproblemwearegoingtOsolveisthatasforthethreetypesofgrammaticalcollocationswithdifferentdifficultylevels，whichtypedoestheDDLmethodhavethemostefficienton．Wecanalsocomparetheexperimentalgroupandthecontrolgrouptofindtheanswers．Thethreefollowingtables：table4．16，table4．17and4．18arepresented．Table4．16IndependentSamplesTTestfortheVP而+infinitive／gerund(easy)collocationGroupStatisticsStd．ErrorClassNMcanStd．DeviationMeanTotalEC4112．594．775．746scoresCC4011．284．379．69277 MAThesisIndependentSamplesTestLevene’STestforEqualityofVariancest-testforEqualityofMeansStd．95％Sig．MearlErrorConfidencef2·taileDifferenIntervalofthed)ceDifferenceFSig．tdfUpperLowerTotEqualvariancesa1assumed．241．6251．28679．2021．3】O1．019．．7173．338SCOEqualvariancesres’1．28878．704．2021．3101．018．．7153．336notassumedTable4．17IndependentSamplesTTestfortheverb+preposition(medium)collocationGroupStatisticsStd．Std．ErrorClassNMearlDeviationMearlTomlEC4113．055．239．818SCOreSCC4010．154．386．702IndependentSamplesTestLevene’STestforEqualityofVariancest-testforEqualityofMeansStd．95％Sig．MearErrorConfidence●r2-tai】DiffereInterva】oftheFSig．tdfedlnCeDifferenceLoweUpperr78 AStudyontheEl-Iectsot’Data-DrivenLearmngontheEngllslaG-rammatlcalCollocatmnlearningofMiddleSchoolStudentsToEttualvariancestalassumed2．738．1022．67378．0092．8951．083．7395．051SCoreEqualvariancesnotassumed2．68576．783．0092．8951．078．7485．042STable4．18IndependentSamplesTTestfortheverb+baseformofaverb／(gerund(diNculOcollocationGroupStatisticsStd．Std．ErrorclassNMearlDeviationMeanTotalEC4112．65005．26016．83170scor。8CC10，47503．97420．6283840IndependentSamplesTest‘Levene’sTestforEqualityofVariancest-testforEqualityofMeansSig．MearlStd．Error95％Confidence(2-tailDifferencIntervaloftheFSig．tdfed)eDifferenceUpperLowerTotEquala1variances2．932．0912．08778．0402．175001．04239．099754．25025SCOassumedresEqualvariancesnot。2．08772．582．0402．175001．04239．0973l4．25269aSsumedFromtable4．16，wecanseethatthemeanoftheexperimentalgroupis12．59andthemeanofthecontrolgroupis11．18，whichdoesn’thave79 MAnesismanydifferences．SeetheLevene"sTestfo尸EqualityofVariances，andfindthatsignificanceprobability(Sig．)isequaltoO．625，whichismuchgreaterthanO．05．Theyhaveequalvariances．AndthevalueofSig．(2-tailed)is0．202．Therefore，wecanknowthattheydon’thaveasignificantdifference．Next，seetable4．17，wecanknowthevalueofSig．(2-tailed)is0．009，whichshowsthatthereisasignificantdifferenceintheverb+prepositioncollocationforthetwogroups．Finally,seetable4．18，"thevalueofSig．(2-tailed)isO．040，whichismuchhigherthan0．009．Nowtworesultscanbegotten：(1)thereisasignificantdifferenceintheverb+baseformoyaverb／(gerundcollocationforthetwogroups；(2)thedifferenceofthiscollocationismuchlesssignificantthantheverb+prepositioncollocationlSowecansaylikethis，DDLhasaneffectonthedifficultandmediumtypeofgrammaticalcollocations，whilehasnoeffectontheeasytype．What’Smore，DDLhasthegreatesteffectonthemediumtype．Thereasonsareasfollows．First，theeasytypeofgrammaticalcollocationsmeansthatwhenstudentsdothiskindofquestions，theiraccuracyisthehighest．Inotherwords，it’SeasyforlearnerstomasterthiskindofcollocationsiWhateverteachingmethodyouuse，theirhighestaccuracyCan’tmaketheeffectevidentandremarkable，whichiscomprehensibleandacceptable．Next，bothofthemediumtypeandthedifficulttypehavemanychanges，whichisalsounderstandable．Because80 AStudyontheEffectsofData—DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudentsthereismoreroomforstudentstoimprovetheirscores．Lastbutnotatleast，studentshavemuchdifficultyinlearningthedifficulttype．Whatevermethodyouuse，thedifficulttypecan’tbechangedintotheeasyone．However,themediumtypeisneitherdifficultnoreasytolearn．Usingthenewmethodcanmakethemediumtypeofgrammaticalcollocationsmucheasierforstudentstolearn．ByhalfasemesterofgrammaticalcollocationlearningwiththeDDLmethod，thescoresofthemediumtypeimprovemost，whichcanbesummedupasDDLmethodhasthebesteffectonthemediumtype．Moreover,fewresearcheshavefocusedonthegrammaticalcollocationlearningwithDDLmethod．However,thethesisnotonlystudiesongrammaticalcollocations，butalsofocusesonthreetypicalkindsofthem，whichismeaningfulandinnovative．4．2．3．3TypesofKnowledgeInthethesis，learnedknowledgereferstotheknowledgestudentshavealreadylearned；．whilenewknowledgemeansthattheknowledgestudentsaregoingtolearninthefirsttermofGrade3inmiddleschool。ThesectionwillsolvethequestionthatusingtheDDLmethodtolearnthetwokindsofknowledge，whichismoreeffective．Nowseetable4．19and4．20．81 MA’lheslsTable4．19IndependentSamplesTTestforthelearnedknowledgeGroupStatisticsClassNMeanStd．DeviationStd．ErrorMearlTotalEC4120．206．8961．077sco。。sCC4017．155．517．872IndependentSamplesTTestLevene’STestforEqualityofVariancest-testforEqualityofMeansStd．Sig．MeanError95％Confidence(2-tailDifferIntervaloftheFSig．tdfedlenCeDifferenceUppUppeLowerel"LowerUpperLower．UpperLowerrLowerTotEqualalvariances6．570．0122．19179．0313．0451．390．2795．811SCOassumedresEqualvariancesnot2．19776．103．03l3．0451．386．2855．806assumedTable4．20IndependentSamplesTTestforthenewknowledgeGroupStatisticsClassNMearlStd．DeviatiOnStd．ErrorMean"IotalscoresEC4117．956．340．990CC4014．755．865．927 AStudyontheEffectsofData·DrivenLearningontheEnglishGrammaticalCollocationlearningofMiddleSch001StudentsIndependentSamplesTestLevene’sTestforEqualityofVariancest-testforEqualityofMeansStd．Sig．MeanError95％Confidencef2-taDiffereIntervaloftheFSig．tdfiled)nCeDifferenceUpperLower现实Equal成绩variances．725．3972．35779．0213．201l-358．4985．904assumedEqualvariancesnot2．36078．780．0213．2011．357．5015．902assumedFromtable4．19，thevalueofSig．(2-tailed)isO．031，lowerthanO．05．AndthevalueofSig．(2-tailed)is0．021，alsolowerthanO．05．SowecaninferthatDDLmethodhasmucheffectonboththe1earnedandnewknowledge．However,ithasmoreeffectonthenewknowledge．Asmentioned，DDLisabrandnewteachingmethodformiddleschoolstudents．Becauseofitsspecialcharacteristics，studentsmayeasilytaketheirinterestinEnglishlearning．Theyarewillingtolearnthenewknowledge，usingDDLmethod．Inaddition，themethodisexploratory,andstudentsneedtofindtherulesofEnglishgrammarsfromthecorpusbythemselves．Therelativecollocationsarepresentedintheformofblackfontandbold，whichcandeepenstudent．s’memory．Thisimpressiveandstrikingeffectalsomakesstudentsimpressed．Asforlearnedcollocations，becausetheyhavelearnedthem，theywillfindtheirrules83 Ⅳ】^lneSlSeasily,whichcarl’tstimulatetheirdesiretoexploreknowledge．Therefore，DDLhasmoreeffectonthenewknowledge．What’Smore，thepreviousstudieshaven’tdonetheresearchesfromthispointofview．4．3QuestionnaireIssuesInthefollowingsection，someresultsofquestionsurveyarepresented．What’Smore，themainreasonsarealsodiscussed．Asforthedetailedcontents，seeAppendixIII．Aftertheexperiment，thequestionsurveyisjustcarriedoutintheexperimentalgroup，whichisadaptedbasedonYang(2012)．Therearetotal41copiesofpapers，whichareallcollectedintheend．Nowtheresultwillbeshowedastable4．21．Table4．21ResultsofquestionnairesurveyNumberThepercentagedisplayABCD131．71％58．54％7．3％2．44％258．53％29．27％7．3％4．88％343．90％36．59％17．07％2．44％468．29％19．51％4．88％7．32％548．78％41．46％7．32％2．44％629．27％46．34％19．51％4．88％734．15％58．54％4．88％2．44％836．59％56．10％2．44％4．88％924．39％56．10％12．20％7；32％1085．37％70．73％78．05％68．29％1160．98％73．17％80．49％87．80％Fromthetable4．21，wecangetthefollowingresults：(1)90．25percentofstudentshavesomeknowledgeoftheDDLmodel；(2)87．80 AStudyontheEffectsofData-DrivenLeamingontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudentspercentofstudents．1iketousetheDDLmodeltolearnthegrammaticalcollocations，and80．49percentofstudentsthinkthattheyhavemadesomeprocessingrammaticalcollocationlearning．Intheopinionofmoststudents，thematerialsfromthecorporaprovidethemwithalotofinformation；(3)90．24percentofstudentshavefunintheirEnglish-learning，usingDDL‘method．Therefore，75．61percentofstudentsarewillingtostudymoreproactively．Theythinkwellofthemodel，andwanttolearnthegrammaticalcollocationswiththismethod；(4)About80percentofstudentsagreethatthislearningmethodcanbepromotedtootherEnglishgrammarleaming；(5)Asforthetenthquestion，studentsmayhavesomeimprovementindifferentaspectofability,buttheabilityofautonomouslearningandcorporainductiveimprovesmorequickly．ThroughhalfasemesterofDDLmodel，studentsbelievethatthismodelchangestheirlearningattitudeandlearninginterestmore；(6)Withregardtotheopen—endedquestions，differentstudentshavedifferentanswers．Forexample，oneofthestudentswritesthatgenerallyspeaking，theirEnglishteacherwilldirectlytellthemtheusageofgrammaticalcollocationsandwhattheyneedtodoistotakenotesandrememberthemhard．However,thenewlearningmodelprovidesUSachancetofindtherulesbyourselves，whichgreatlyinspiresourinterestinEnglishlearningandexploringnewknowledge．AnotherstudentwritesthatthematerialsfromCOCAcorpusareveryrich，whichincludingthetextbook85 MAThesisknowledgeandmanyofwhichwecan’tseeatordinarytimes．ItcancontributetomyEnglishapplicationandlearning．Therefore，inmyopinion，thislearningmethodhasagoodeffect．Thereasonsfortheseresultscanbesummedupasfollows．Firstly,beforetheexperiment，theteacherintroducestheDDLmodelwiththeeasyandunderstandablelanguage．Intheinitialimplementation，theteacheroperatesthemodelwell，·accordingtotheirimplementationsteps．Afterhalfasemesterofleaming，studentswillhaveabetterunderstandingofthemodel．Secondly,grammaticalcollocationlearningisoneofthemostdifficultgrammarpointsinEnglishlearning,whichisrealizedbymanystudents．So·theyarewillingtotryacceptingthenewleaningmethodtocovertheirshortage．Thisisagoodbeginning．Thirdly,thematerialsusedinclassaren’tcollecteddirectlyfromthecorpus，butarecarefullychosenbytheteacherbeforeclass．Therefore，whenstudentslookthroughthematerials，theywillnotfeelSOdifficultthattheywanttogiveup．Suitablematerialsareverynecessary．Fourthly,differentfromthetraditionalteachingmethod，thenewknowledgewillbefoundoutbythemselvesguidedbytheirteacherandsomequestionstheyneedtOanswer．TheDDLmodelchangestheboringclassandactivestheclassroomatmosphere，whichiswellreceivedbystudents．Maybethisisoneoftheimportantfactorsthattheywouldliketousethemodelagain．Intheclasslikethis，thelearningenthusiasmofstudentsistriggered，and86 AStudyontheEffectsofData·DrivenLe锄illgontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudentstheirinterestinEnglishlearningisimproved．Asthesayinggoes，interestisthebestteacher．Fifthly,asformiddleschoolstudents，wecan’tteachknowledgedirectlyusingthecomputer．Inthethesis，weusethepaper-basedmaterials，whichwillbehandedouttostudentsbeforeclass，whichgreatlyreducesthedifficultyoflearning．Sixthly,accordingtoKrashen(1985)，enoughunderstandableandeffectivelanguageinputistheessentialconditionofforeignlanguagelearningandacquisition．AndthecorpuscanprovideUSwitenoughandrealinformationinput，whoselevelisalittlemorethanlearners’currentEnglishskilllevels．Therefore，learnerswillfocustheirattentiontothecomprehensionoftheirmeaningandinformation．Thus，theacquisitionoflanguagewillgetagoodeffect．Lastbutnotleast，theuseofthecorpusanalysissoftware⋯AntConc3．2．4alsohasagoodeffect，whichstimulatesthecuriosityofstudentsandhelpsstudentshaveabetterunderstandingofthematerials．Justasthesayinggoes，killtwobirdswithonestone．～SummaryInthechapter,theauthorexplainsthedistributionsituationofcollocationsfirst，whichfurtherprovesthemeaningoftheresearch．Andthenthroughthedata，thepre·testandthepost-testhavebeenexaminedtObevalid．Independent—SampleTTestisusedseveraltimesinthisstudy．Someimportantconclusionscanbeobtained．Tosumthemupinone87 MAlneslssentence，DDLmethodhasagoodeffectongrammaticalcollocationlearninginmiddlesch001．Finally,theauthorhasotherfindingsthroughthequestionnairesurvey,includingtwomajoraspects：oneistheattitudeandevaluationofstudentstowardstheDDLmodel，andtheotheroneistheeffectsofDDLonstudents．88 AStayontheEffectsofData-DrivenLeamingontheEnglishGrammaticalCollocationlearningofMiddleSch001StudentsConclusionInrecentyears，therearemanyresearchesbasedoncorpus，whichmakespeoplerecognizetheimportantroleoflanguageformsagain．However,itdoesn’tmeanthattraditionalteachingmodelshouldbepaidmoreattentiontO，butitmeansleadingstudentstocontactwithlargeamountsofauthenticmaterialsbythemselves(He，2004)．Thefollowingpartmainlyincludesthreeaspects．First，themajorfindingsofthethesisaresummarized，whichincludethreemainfindings；Next，someimplicationsoftheresearchareexplained；Finally,theauthorpointsouttheshortcomingsofthethesis，inthemeantime，givessomeadviceforfutlH’estudies．MajorFindingsInthethesis，themainquestionistodiscusstheeffectsofDDLongrammaticalcollocationlearningofmiddleschoolstudents．Inordertofindoutwhattheeffectsare，theauthorchoosestheexperimentalgroupandthecontrolgroupatwillfromoneofthemiddleschoolsinChangsha．Afterahalfsemesterofexperiment，wecanobtaintheimportantfindingsbycomparingthepre·-testandthepost·-testwiththehelpofappropriatedataanalysistools．Now,themainfindingscanbesummedupasfollows．89 MArlneslsFirstofall，theauthorhasmasteredthedistributionofthegrammaticalcollocationsfromfivetextbookspublishedbyPEPinmiddlesch001．TheresultisthatgrammaticalcollocationsOccurmorefrequentlythanlexicalcollocationsonthewhole，whichmakesbeddingforthenecessityoftheresearchpaper．Basedonthegoodqualityofboththepre—testandpost-testpapers，wecangettheaccurateandpersuasivedata．Fromthedataofpre—test，thescopeofgrammaticalcollocations’difficultycoefficientisfrom0．3toO．7，whichimpliesanimportantpieceofinformationthatstudentsdon’thaveagoodcommandofgrammaticalcollocations．Therefore，it’SnecessaryforUStodoresearchonthetheme．Ontheconditionthatthedatafromtheexperimentalgroupandthecontrolgroupmeetthenormaldistributionandhavetheequalvariances，andbycomparingthedataofthetwogroupswiththeresearchmethodofindependent-samplesttest，wecanknowthatthetwogroupsdon’thaveobviousdifferencesintheirgrammaticalcollocationscoresbeforetheexperiment．However,theyhavesignificantdifferencesaftertheexperiment．Inotherwords，becauseoftheDDLmethodusedintheexperimentalclass，theaveragescoresoftheexperimentalclassimprovesmorethanthatofthecontr01class．Thefollowingfindingismainlyfromtheexperimentalgroup．Becausewewanttocheckoutifthescoresoftheexperimentalgroupareimprovedaftertheexperiment．Threeaspectsareincluded．(1)By AStudyontheEffectsofData·DrivenLeamingontheEnglishGrammaticalCollocationlearningofMiddleSchoolStudentscomparingthedataofthehigh—scoregroupandthelow-scoregroupintheexperimentalclass，wecanseethatthoughbothofthetwogroupshavegreatlyimproved，thescoresofthehigh—scoregrouparemuchhigher．Inotherwords，theDDLmodelhasabettereffectonthehighlevelstudents；(2)Thereisacomparisonamongthreetypesofgrammaticalcollocations，whichareeasy,mediumanddifficultforstudentstolearn．ThestudyindicatesthatDDLhasaneffectonthedifficultandmediumtypeofgrammaticalcollocations，whilehasnoeffectontheeasytype．Furthermore，DDLhasthegreatesteffectonthemediumtype；(3)Asforlearnedknowledgeandnewknowledge；theresultsofthestudyshowthatDDLmethodhasmucheffectonboththelearnedand．newknowledge．However,ithasmoreeffectonthenewknowledge．Thelastfindingisaboutthequestionnairesurvey．Theroleofthequestionnairesurveyistofindoutotherimportantinformationthatcan’tbegainedbyexperiment．Accordingtothepercentagedisplayed,moststudentshaveabasicunderstandingofDDLmethod，makeacertainprocessingrammaticalcollocationlearningandliketousethemethodtolearngrammaticalcollocationsandothergrammars，eveninthefuture．Intheirviews，DDLmethodisattractiveanduseful．91 MAlneSlSImplicationsManyresearcheshavebeenfocusedonlexicalcollocations，butasformiddleschoolstudents，grammaticalcollocationsmustbealsopaidmuchattentionto．Inordertoimprovetheirabilityofgrammaticalcollocationlearning，thenewmethod-DDLmethodisadopted．Afterhalfasemesterofexperiment，wecanhavesomemeaningfulimplications．Firstly,theabilityofstudents’collocationlearning，especiallygrammaticalcollocationlearningshouldbepaidattentiontobyEnglishteachersinmiddlesch001．IntraditionalEnglishteaching，collocationlearningisalwaysignored．Teachersjustdirectlyteachtheirstudentstheusageofthecollocations，andwhatthestudentsshoulddoistorememberthembyrote．Thusaproblemisproducedaccordinglythatstudentswilloftenforgettheusageofthecollocations．Andsometimestheywillconfuseandmisusethesimilarcollocations．Asaresult，teachersshouldpayattentiontothedevelopmentofstudents’collocationlearningability,andmakestudentsgetabettercommandofcollocations．SecondlNtheautonomouslearningabilityofstudentsshouldbecultivated．It’Simportantandmeaningfultodeveloptheabilityofstudents，especiallythelowlevelstudents．However,autonomouslearningisn’tequaltolearningalone．Itneedstocooperatewithteachersorotherstudents．Inthethesis，DDLmethodimprovesthisabilityofstudents，whichmeansthatstudentscanfindtherulesorexplorethenew92 AStudyontheEffectsofData-DrivenLeamingontheEnglishGrammaticalCollocationlearningofMiddleSch001Studentsknowledgeactivelyguidedbytheteacher．Inaddition，anotherthingthatweshouldknowisthatinterestCanpromotethedevelopmentofthisability．StudentstakemoreinterestinlearninggrammaticalcollocationswiththeDDLmethod，SOthattheyarewillingtolearnproactively．What’Smore，thisabilitycanimprovethequalityoflearningandmakethelearningeffectbetter．Finally,weshouldnoticetheDDLmethod．Whetherthemethodwillgetagoodeffectdependsonhowyouusethismethod．LearnersshouldhavedifferentwaysaccordingtotheirdifferentlevelsofEnglish．Asforthelowlevel．ofEnglishleamers，werecommendthepaper—basedmaterialsusedintoEnglishclasses，whichgreatlyreducesthelearningcurve．Exactlyspeaking，it’Snotnecessaryforstudentstohaveagoodcomputeroperationskill．Notonlycanitimprovestudents’autonomouslearningability,butitalsocanhelpstudentsgetbetterlearningresults．However,thematerialsusedinclassshouldbecarefullychosenbyteachers．Asforteachers,theymustbefamiliarwiththeoperationofthemethodandknowhowt0retrievaltheneededcontentsiftheywanttOusethemethod．LimitationsandSuggestionsforFutureStudiesTherearealsosomelimitationsinthisthesis，whichwillbepointedoutasfollows．93 MAlneSISAsfarasthenumberofsamplesconcerned，theauthorchoosestwoclassesfromoneofthemiddleschoolsinChangsha，thetotalnumberofwhomisaboutonehundred，whichmayreducetheaccuracyandgeneralizabilityoftheresults．Sointhefuturestudy,enlargingthesamplesize1snecessary．Inaddition，thecontentsofthethesisfocusonthegrammaticalcollocationlearningandthreetypesofthegrammaticalcollocationsareregardedastypicalmodelstobestudied，avoidingtalkingingeneralities．However,justresearchingongrammaticalcollocationsmayappeartoosingle．What’Smore，accordingtoBenson，theauthorclassifiesthegrammaticalcollocationsbyherselfintermsoftheactualsituationofEnglishLearninginmiddlesch001．Maybetheclassificationisnotveryaccurate．Therefore，inthefuturestudy,it’Sbesttoappropriatelyincreasethecollocationtypesandperfecttheclassifications．Forexample，somelexicalcollocationscanbeincluded．Finally,thestudylastsforabouthalfayear’thoughitalsogetsagoodeffect，theeffectwouldbebetterifthetimewerelonger．Inthefuturestudy,exceptthatthetimeofthestudycanbeextended，ifpossible，it’SbettertOdoanactionresearchoncollocationlearning，evenotherEnglishgrammarswiththeDDLmethod．Withtheselimitations，theauthorwillsincerelylookforwardtothehelpandcorrections． 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AppendixIGrammaticalCollocationTest(一)姓名()1．Idon’tknowtheway—A．atB．to班级thesportsclub．C．forD．with()2．What’Syourexcuse——．yourbeinglateyesterday?A．aboutB．toC．in()3．Itisapleasureyou．A．helpB．tohelp()4．Shemadeadecision—A．doB．doing()5．Listen[TomistalkingC．helpingeverythingbetter．C．todothephone．A．atB．inC．on6．I’msorrytohearthatyouarenotfeelingverywellD．forD．helpedD．doneD．tothemoment．A．inB．toC．atD．for7．TheweatherinBeijingisdifferentA．withB．to()8．Ithinkdrinkingmilki．sgoodA．forB．to()9．It’SveryfriendlyofhimA．helpB．tohelp()10．一Mybrother’Sillinhospital．()一I’msorryA．hear———————Guangzhou．C．fromD．forourhealth．C．wi也D．atmewhenI’mintrouble．C．ofhelpingD．helpingthat．B．hearingC．heardD．tohear11．AlthoughBillisn’trichenough，heoftengivesmoneythepoor．A．forB．／C．toD．with()12．Shedependsyoutohelpher．．A．to()13．Pleasedon’tforgetB．ofC．onD．fortheroomwhileIamawayinBeijing．A．toeleanB．clean()14．Mymotherwantedme．C．cleanedD．cleaningherwiththehousework．A．helpB．helpingC．tohelp()15．OurEnglishteacherisveryfunny．HeoftenmakesUSA．1aughB．tolaughC．1aughing()16．Shewon’tletherdaughterA．playB．plays103D．helpedinclass．D．1aughsbytheriver．C．toplayD．playing ()17．一IsMr．Huinthereadingroom?—．No，he—A．mustn’tbethere．HehasgonetoTianjin．B．needn’tC．won’tD．can’t()18．一MustIgooutforawalknow?——No，you—A．mustn’t()19．Idon’tknowA．whatB．can’tC．needn’tD．maynothelives．B．howC．whereD．which()20．一Couldyoutellmehecamehere?一Hedroveherehimsel￡A．howB．whyC．when()21．Tomtookaninterest——Englishattheageofseven．A．irlB．atC．of()22．Youhave130reasonbeinglateforsch001．A．atB．toC．ofD．whetherD．withD．for()23．1wantacomfortableplace．A．sleepB．sleepsC．tosleepD．slept()24．Everyonecanplayanimportantroleinthesociety．Asmembers，WeshouldtryourbestA．dowhatweshoulddo．B．todoC．doingD．done()25．Weusuallyhaveafootballmatch()26．Sunday．A．inB．OilC．atD．toaterriblerainynight，manyfarmers’housesweredestroyed．A．IIlB．ForC．OnD．At()27．TheyoungsingerisquietpopularA．toB．for()28．ThereissomethingwrongA．atB．On()29．I’mscaredA．tosee()30．Wearesupposedthesnake．US．C．atmvbike．C．withD．withD．aboutB．seeingC．seeD．sawhardA．studiedB．studyingC．ofstudyingD．tostudy()31．Mum．thisT—shirtistoosmall．WouldyoupleasebuyalargerOneme?A．atB．to()32．TomtoldmehisparentshadarrivedC．forA．atB．OilC．i13()33．IhappenA．meeting()34．DoyouenjoyB蜘ing．D．withD．to—myoldfriendinthestreetyesterday．．B．tomeetC．meetD．meetsEnglishinourclass，Mr．Green?A．teachB．taughtC．toteachD．teaching()35．一IsJackinthelibrary?一Maybe．IsawhimA．goingoutwithsomebooksjustnow．B．goC．togoD．went104 ()36．IsawLiMingA．plays()37，YrouA．canneartheriveronmywayhome．B．playingC．toplaystopwhenthetrafficlighttUlTISred．B．hadbetterC．need()38．一Ihearyou’vegotanewiPhone4S．一Yes．certainly．A．MayB．Do()39．一Comdyoutellme————Herideshisbike．Ihavealook?D．playedD．mustC．ShallD．Shouldhegoestowork?A．whatB．howC．whereD．which()40．一ⅥmataboutgoingtotheSouthLakeforapicnicnextweekend?一OK．ButI"mnotsllreitwillrain．A．whyB．whereC．whenD．whether()41．Thearlswerthisquestionisveryeasy．A．ofB．forC．withD．to()42．Someoftheboys“I墩thatEnglishisveryhard．TheyhavesomeproblemsA．for_Englishwords．B．in()43．SometimesIdon’thaveenollghtimeA．spendB．spending()44．HewasafoolA．doC．atwithher．C．tospendB．todoC．doing45．WeshouldalsotakecarenottocoughorsneezeloudlyA．atB．inC．for46．一ⅥmattimedoyouusuallygetupRick?--IusuallygetupfiveO’clock．A．irlB．atC．on()47．Lucyisvery衔endlyeverybody．A．with()48．WegotmadA．to()49．Heiseasy．__A．get()50．～ItSenough—A．knew()51．Don’tlaughA．at()52．IhearLilyleaveB．toC．attheteamforlosingthematch．B．withC．onalongwith．B．togetC．gettingthattheyaresafe．B．knowC．toknowhim，andheonlymadeasmallmistake．B．onC．inHainannextweek．A．atB．toC．in()53．一Linda．whenshallwetakeawalk?一AfterIfinishA．washthedishes．D．withD．spentD．did—public．D．toD．forD．atD．gotD．knowingD．toD．forB．washedC．washingD．towash()54．一W6uldyoumind——yourbike?_No．notata11．I"llputitunderthetreenghtaway．105 A．moveB．tomoveC．moves()55．Wheilhearrivedattheoffice，hefoundalltheworkersA．workingB．workC．towork()56．Thegirlwasoftenheardhappilyinherroom．D．movingD．workedA．singB．tosingingC．singingD．sings()57．youdance?Weneedsomemoreactorsforthetalentshow．A．NeedB．ShallC．MustD．Can58．Schoolstudents———一smokebecauseitisagainsttheschool‘rules．A．needn’tB．couldn’tC．won’tD．mustn’t59．一Hello．Jack．Haven’tseenyouforlong．IalTlcallingtocheck)OUare-—_V田well．I"mgladyoucalled．A．howB．whatC．where()60．Theseanimalsareindanger．Weshouldthink也em．D．whowecandotoprotectA．howB．whatC．whyD．whereKEYS：1．10BDBCCCCABC11．20CCACAADCCA21．30ADCBBCDCAD31．40CCBDBBDABD41．50DBCBBBBDBC51．60ADCDACDDAB106 AppendixIIGrammaticalCollocationTest(二)姓名()1．Don’tforgetA．tobringA．meeting()3．HepretendedA．notsee()4．IhopeA．travel()5．Shedepends班级———yourlittlesonherenexttime．B。bringC．bringingmyoldfriendinthestreetyesterday．．B．tomeetC．meet——mewhenhepassedby．B．nottoseeC．notseesaroundtheworldsomeday．B．travelingC．travels——youtohelpher．．D．bringsD．meetsD．notseeingD．totravelA．toB．ofC．onD．for6．一Jenny,wouldyoupleaselookmydogwhenIamaway?————Noproblem．A．toB．atC．forD．after7．Idon’tknowwhathappened——ZhallgHongthedaybeforeyesterday．A．atB．forC．aboutD．to()8．一CouldyoupleaseprovideUSstudents’health?一Sure，it’Smypleasure．someinformationabouttheA．forB．ofC．with()9．ThebossinthefactoryoftenmakestheworkersA．workingB．toworkC．work()10．Shewon’tletherdaughterA．playB．plays()11．ThethiefwasnoticedSCreen．A．enterD．fromninehoursaday．D．workedbytheriver．C．toplayD．playingtheofficebuildingbythebackdoorontheB．enteringC．toenterD．enters12．．When1waswalkingpastthewindow，InoticedWangFeihomework．Ireallygotannoyed．A．copyingB．copyC．tocopy13．一Whatdoyouusuallydoatweekends?mIoftenpracticeA．speakmyD．copies——English．B．tospeakC．speaksD．speaking107 ()14．一Ifeeltiredandsleepy．埘ynotstopA．rest()15．WehavetoputoffA．makeforawhile?B．torestC．restingD．rests———————plansforthevacation．B．tomakeC．makingD．made()16．一Whynotconsiderthemusicclub?--I’msorry．ICan’tsingordance．A．joiningB．tojoin()17．TheoldparentsspentlotsOA．toB．forfmoney()18．—皿ankS——joiningtheTalkShow!娟U’rewelcome．A．at()19．AccordingA．at()20．Lily,pleasereplyA．atC．joinD．joinedtheirson’Snewhouse．C．atD．onB．onC．ofD．fortheweatherreports，itwillbesnowytomorrow·B．toC．forD．ofB．for()21．WeoftenseetheboyA．makingB．make()22．IsawthegirlA．play()23．WenoticedhimA．to1eave()24．Shewasheard．A．singingmye—mailassoonaspossible．C．／D．topaperplanesinclass．C．tomakeD．madethepianoat9yesterdayevening．B．playingC．toplayD．playedthehouseandthenranaway-B．1eavingC．1eaveD．1eftthatsongagainjustnow．B．singC．sings()25．Nike，wouldyoumindthoseoldjeans?TheylookA．notwearingB．notwearC．nottowear()26．DoyouenjoyA．teach()27．()28．D．tosingterrible．D．notwears——Englishinourclass，Mr．Green?B．teachesC．toteachD．teachingAfterhearingtheinterestingstory,weallcouldn’tstopA．1aughB．1aughingC．tolaughThepoormancouldn’tafford——anewcoat·A．tobuyB．buyC．buying()29．WearelookingA．for()30．Don’tdecideA．tothelostdog．B．atC．afterD．1aughsD．buysD．through．．．．．——importantthingstooquickly．B．ofC．onD．at()31．HewantedtoconcentrateA．atB．onEnglish，becausehejustfailedtheexam．C．forD．to()32．Afterclass，IlikeplayingcomputergamesandchattingontheImternet．A．toB．forC．with()33．Whenhearrivedattheoffice，hefoundalltheworkersA．workingB．workC．towork108myfriendsaboutD．worked ()34．-Wouldyoupleasenotmakethechildanymore?—_WeU．Ijustwantedhimnottoplaywiththechalk．A．tocryB．cryC．cryingD·cries()35．TheboywasseenA．play()36．Inoticedtheboy——mepianoat9yesterdayevening·B．playingC．toplayD．playedinthecorner．A．tocryB．crying()37．TheyspentmanyhappyhoursA．walkingB．walks()38．MikeislearningA．touse()39．Hisroomneedsacomputer．C．cryD．criesalongthebeachduringthatholiday．C。walkD．towalkB．1lseC．usingD．UsesA．cleaningB．toclean()40．Theassistantsdon’tallowstudentsA．speakB．speakingC．cleansD．cleaninginthereadingroom．C．tospeakD．spoke()41．Youtdbetterlookyourexaminationpapersbeforeyouhandthenin·A．atB．afterC．forD．through()42．Thanks——yourhelp，Icouldfinishtheworkontime·A．atB．toC．forD．of()43．IlikemusicthatIcall(【ance．A．withB．withC．toD．along()44．WhenIsawthisphoto，itremindedmeA．forB．of()45．ParentsalwaysmaketheirchildrenA．doB．todo()46．Ihaveheardhimthestorytwice．A．totellB．told()47．ManyboysandgirlsaremadeA．doB．todo()48．HewasseeilA．talking()49．Idecidedwithastranger．myhometown．C．toD．onwhattheydon’tliketodoC．doingD．doneC．tellD．tellingwhattheyarenotinterestedin．C．doingD．doneB．talkC．talksD．totalkwhohadtakenmypen．A．findingB．findC．tofindD·found()50．一Linda，whenshallwetakeawalk?一AfterIfinishA．wash()51．KnivesarellsedA．tocut()52．Hecall’timagine．A．tomalty()53．IhearLilylgaveA．atthedishesB．washedC．towashD．washingthiIlgs．B．cutC．cutting19．cutssuchawoman．B．marryingC．marryD．marriesHainannextweek．B．toC．in109D．for ()54,TomtoldmehisparentshadarrivedA．atB．on———Beijing．C．inD．to()55．—Hi，Ann!1wonthefirstprizeinthe’EnglishSpeechContest·ta。tn孕删椭s～B．Io躺fs弘urp—C‘攀in¨疵删e《uA．．u·Ior()56．—灏moseguitaristhis?--ItmustbelongA1ice．Sheplaystheguitar．A．atB．forC．to()57．ItricdtomakeKatehermind，butIfoundithard·A．changeB．changingC．tochang<，邂．．IfoundhereyesA．fix()59．ShewasnoticedD．ofD．changeduponmesharply．B．fixingC．fixedD．tofixintotheroom．A．goB．going()60．Hurryup!Don’tkeepthemA．towaitB．waitsKEYS：1．1O-．"-一ABBDCDDCCA11．20CADBCADDBD21．30DBCDADBAAC31—40BCABBBAADC41．50DBCBACBDCD51．60ABDCCCABCD110C．t0gotoolong．C．waitD．goesD．waiting AppendixⅢ问卷调查表亲爱的同学：你好!我们欲针对数据驱动学习对中学生英语语法搭配学习的效果研究做一次问卷调查。为了收集数据，我们特邀请你参与此项调查并填写问卷。请根据自己的实际情况将A、B、C、D四个选项中的其中一项填写在相应题目的横线上方。为了保证调查结果的准确性，请您如实回答所有问题，所填答案一定要能真实反映你个人的真实看法。您的回答对于我们得出正确的结论很重要，希望能得到您的配合和支持，谢谢!本问卷的调查结果，仅供学术研究和讨论之用，不会用于任何其他目的。1．年龄2．性别：(1)男(2)女3．班级1、你现在对基于语料库的数据驱动学习模式了解了吗?A)非常了解B)基本了解C)不太了解D)不知道2、你喜欢用数据驱动学习模式来学习英语搭配吗?A)非常喜欢C)不太喜欢3、经过该模式的学习，A)很多C)不多B)比较喜欢D)不喜欢你的语法搭配水平较以前进步多少?B)较多D)不知道4、你认为数据驱动学习模式中的语料库资源为你的学习提供了多少帮助?A)很多B)较多C)不多D)不知道5、你认为数据驱动学习模式让自己参与主动探索过程，有动力、有乐趣吗?A)很多B)较多C)不多D)不知道6、你是否比以前更积极主动的去学习?A)是B)基本是C)不是D)不知道 7、你对基于语料库的数据驱动学习模式评价如何?A)很好B)较好C)不好D)不知道8、你是否愿意继续在该学习模式下进行英语语法搭配学习?A)很愿意B)较愿意C)不愿意D)不知道9、你是否赞成推广此方法，涉及其他的英语知识，比如定语从句等其他英语语法的学习?A)很愿意C)不愿意B)较愿意D)不知道10、你认为该模式在哪些方面提高了你的学习?(可多选)：A)自主学习能力B)小组合作能力C)语料归纳能力D)主动探索能力11、你认为该模式对你的英语学习在哪些方面产生了影响?(可多选)：A)学习策略B)学习方法C)学习态度D)学习兴趣12．请根据第12和13题的选项，请具体说说如何对你的的学习产生影响? AcknowledgementsOverthepastthreeyearsofmygraduatestudies，1wanttoexpressmyheartfeltthankstomanypeoplewhohelpedme．Atfirst，mysinceregratitudegoestomysupervisor,AssociateProfessorZhuMitai，whoisalwaysfriendlytoeverystudent．HehasgivenUSdisinterestedhelpwithourstudyandlife．Withhisvaluableinstructions，sustainedencouragement，generoussupportandtirelesspatience，Ihaveexperiencedlessdifficultyintheprocessofwritingthisthesisandthecompletionofthisthesis．Furthermore，Ihavelearntmorefromhisfantasticteaching，affabledispositiontopeopleandsanguineattitudetolife．Moreover,Ithankhimforgivingmemanyopportunitiestovisitclasses．AlltheseactivitiespavethewayformetobecomeatrueEnglishteacher．MygenuinegratitudealsogoestoAssociateProfessorZengYonghong，whohasgivenmemuchadvice，helpfulcomments，infinitepatienceandconstantencouragementallthetime．Throughtalkingwithhimmanytimes，Ihavebenefitedalot．Inthepastthreeyears，hehasprovidedmewithalotofmaterialsaboutEnglishteachingandalotof‘professionalsuggestions．Withouthisvaluableinstructionsandconstantsupport，1wouldhaveexperiencedmoredifficultiesinthethesis．113 MygenuinegratitudealsogoestoLectorLiHongkun，whohelpsmealotwithmythesis．Healwaysencouragesmeandgivesmemanysuggestions．Heisalwayssmilingandkindtoothers．Inmyview,heisagentlemanandSOhandsome．deeplygratitudealsogoestoalltheteacherswhohavegivenmeunselfishhelpandunreservedinstructionatForeignStudiesCollegeinHunanNormalUniversity．TheyareProfessorDengJie，ProfessorJiangJiansong，ProfessorBaiJiehong，ProfessorLiaoGuangrong，ProfessorQinYuxiang，ProfessorYiZhongliang，ProfessorDengYunhua，ProfessorXiaoYunchu，AssociateProfessorZhuXiaozhouandLectorLuTing．Theirenlighteninglecturesareofsubstantialassistance’formystudyatthegraduatelevelandformydecisiontogoonwiththisfieldofresearch．honestgratitudealsoshouldbegiventoallmyfriends，especiallytoCaiRuiandWangQiangwhohavegivenmeunfailingencouragementsandassistances．Finally,1wouldliketoexpressthedeepsenseofgratitudetomyparentswhoencouragemeallthetime，andtothosewhohavegivenmehelpinonewayoranother．114 湖南师范大学学位论文原创性声明本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。学位论文作者签名：封州哪B年箩月刁日。l湖南师范大学学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，研究生在校攻读学位期间论文工作的知识产权单位属湖南师范大学。同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权湖南师范大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。本学位论文属于1、保密口，在⋯⋯年解密后适用本授权书。2、不保密国。(请在以上相应方框内打“~／”)作者签名：斟转时魄砩年岁月呷日导师签名：—爷：o日期：乙，；年岁月乙17日l／