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本研究将数据驱动学习的课堂实现模式——间接DDL(data-driven learning)用于大学低年级学习者的外语词汇学习,并将其与传统教学模式进行了实验对比。实验后即时测试的结果表明,间接DDL能够有效地促进词汇深度知识的习得;而一周后的延时测试却发现,间接DDL对词汇的长时记忆无显著促进作用;问卷调查的结果显示,间接DDL能够被低年级学习者接受,但耗时是影响其效果的最大障碍。该结果一方面证实了课堂数据驱动学习模式的可行性,同时也揭示了其中存在的不足,为以后的研究提出了新的问题。
In this study, data-driven learning (DDL), a data-driven learning (DDL) method, is used in foreign language vocabulary learning for undergraduates in a data-driven learning environment and compared with the traditional teaching model. The results of the real-time test show that the indirect DDL can effectively promote the acquisition of the vocabulary depth knowledge. However, after a week’s delay test, indirect DDL has no significant effect on the long-term memory of the vocabulary. According to the questionnaire survey, Indirect DDL can be accepted by lower-level learners, but time-consuming is the biggest obstacle to its effectiveness. On the one hand, the result proves the feasibility of the data-driven learning model in the classroom and also reveals the shortcomings of the data-driven learning model in the classroom and raises new problems for future research.