“间接数据驱动学习”是经教师中介的、基于语料库的自主语言学习,本研究旨在探索将其应用于课堂词汇教学的效果。两个大学英语自然班参加了13周的教学实验。实验班使用经教师预先编辑并打印的“当代美国英语语料库”材料,以小组方式研究索引并从中归纳目标词的意义、用法、搭配等信息。对比班接受常规词汇教学。前测、后测、延时测表明,实验组对目标词的掌握显著优于对比组,尤其体现在词汇产出性知识的习得和词汇知识的保持上。 “Indirect Data Driven Learning” is a teacher-mediated, corpus-based autonomous language learning. This study aims to explore the effect of applying it to lexical teaching in the classroom. Two college English classes participated in 13 weeks teaching experiment. The experimental class uses the “Contemporary American English Corpus” material edited and printed in advance by teachers to study the index in a group and summarize the meaning, usage, collocation and other information of the target word. Contrasts receive regular vocabulary instruction. Pre-test, post-test, delay measurement show that the experimental group’s grasp of the target word was significantly better than the contrast group, especially in vocabulary acquisition knowledge and vocabulary knowledge retention.