Vocabulary learning through data-driven learning in the context of Spanish as a foreign language

摘要: An increasing number of studies have shown the potential associations between corpus work and second language acquisition teaching. Some research, for example, has tried to explore demonstrate effect Data-driven Learning (DDL, Johns 1991) in context foreign learning. Up till now, however, empirical this respect, especially quantitative been limited, with respect languages other than English. Therefore, objective present study is twofold: first, argue whether there a statistically significant difference DDL approach vocabulary learning more traditional methods (e.g., dictionary approach) Spanish as (SFL); second, gauge students’ attitude towards activities. With end view, quasi-experimental longitudinal design was used compare two groups Chinese students (experimental group, N = 16; control 16). The result immediate post-test indicated that effective method (t(30) 6.191, p < .001, d 2.19). In delayed post-test, also revealed group outperformed 2.600, .014, 0.92). Furthermore, questionnaire assessment collected from experimental corroborated positive results said tests, showing respondents generally favored adopted its future application This provides sound base area teaching, notably SFL; at same time, it raises some caveats suggests research line.