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针对英语学习过程中容易出现的词汇使用错误问题,对比纸质材料数据驱动法和传统教学法在学生习得此类语言项目的短期和长期效果,发现:两种教学法的短期和长期效果并无显著差异,数据驱动法的重复使用并未改变两种方法的相对优势,语言分析能力除了对第一阶段的短期效果有显著影响外,对其他短期和长期效果均无显著影响。研究结果对进一步改进数据驱动教学法具有一定的启发作用。
Aiming at the vocabulary misuse problems that are likely to appear in the English learning process, comparing the short-term and long-term effects of the paper materials data-driven approach and traditional pedagogy on students’ acquisition of such language projects, we found that: There was no significant difference. Repeated use of the data-driven method did not change the relative advantages of the two methods. The language analysis ability had no significant effect on other short-term and long-term effects, except that it had a significant effect on the short-term results of the first phase. The research results have a certain enlightening effect on further improving the data-driven teaching method.