The role of data-driven learning in verb-preposition collocations

This study examined the role of data-driven learning (DDL) in learning L۲ collocations. To this end, ۶۰ female volunteer Iranian pre-intermediate learners served as the participants of this study. They were randomly divided into two groups. The experimental group underwent the DDL approach that was based on concordancing, while the control group was taught verb-preposition collocations traditionally. Three sets of multiple choice questions were given to the participants as the pretest, immediate posttest, and delayed posttest. The results showed that the experimental group outperformed the control group in learning verb-preposition collocation.

Keywords:

Data-driven , hands-on , hands-off , collocations , concordancing.