Data-Driven Learning and vocabulary teaching: a study on collocations

This dissertation investigates the integration of Data Driven Learning (DDL) methodology in vocabulary acquisition, with a specific emphasis on collocations. The research aims to explore the effectiveness of DDL in enhancing learners' understanding and application of vocabulary within authentic linguistic contexts. The theoretical framework draws upon research conducted in corpus linguistics and data-driven learning, especially in the work of researchers such as Tim Johns, Alex Boulton and Sylviane Granger. The study involves both quantitative analysis of learner performance data and qualitative examination of learner perceptions. Through the implementation of DDL methodology, participants can engage in targeted activities designed to foster collocational competence and lexical proficiency. The research seeks to highlight the positive impact of DDL on vocabulary acquisition, demonstrating its potential when applied in classroom settings. By shedding light on the intersection of DDL and vocabulary teaching, this research also yearns to contribute to the advancement of pedagogical practices in language education, suggesting future insights for educators seeking to integrate data driven approaches into their teaching approach.