materials used are also different in a data driven learning classroom compared totraditional classrooms.In a traditional classroom the main companions to instruction are textbooks. The textbooks and the traditional approach to grammar learning "divides upgrammar in an (sic.) system that ignores the nature of English and of authenticcommunication using English." (Byrd, 1997) This of course poses a few issues thatare outlined by Byrd, such as the inconsistency in defining what is easy grammarversus hard grammar, the ability to cover all the material in a given curriculum, andusing authentic materials in the language classroom (1997).Data driven learning solves some of these issues by not relying on textbooks,but rather relying on corpora, "a body of text assembled according to explicitdesign criteria for a specific purpose," (Payne, 2008) concordancing programs andkeyword-in-text (KWIC). By using corpora, you are using authentic text from thetarget language both in your instruction of that language and the grammar of thatlanguage. Thus you are exposing students to material that they are likely to comeacross as users of the language.
Running a quick Google search one does not find a lot of resources pertainingto language teaching using a data driven learning methodology. Looking a littledeeper I found a number of journals, such as
, where I was able to find moreinformation about data driven learning in practice. What I found interesting was thatdata driven learning was the focus of experiments in classrooms in Europe, Asia andthe Middle East, however I did not find any articles where the focus of the3