The focus of this paper is learning the language of data science and statistics through the use of simple classroom activities. Many terms in statistics are known to be lexically ambiguous, having one meaning in general English conversation and another, more technical, meaning in statistical English. The main aim is to investigate whether the classroom-ready interventions proposed are perceived by students to be fun and helpful. A secondary aim is to measure students' ability to correctly define lexically ambiguous words at the start and end of the semester, and seek evidence of an association between the interventions and lexical disambiguation. Three types of interventions are studied: crosswords, gap-fill exercises and a sorting exercise. The results from student evaluations of the activities show that, in general, students found the activities helpful and fun. There was also some moderate evidence of an improvement in disambiguation for statistical terms including significant, control and relationship.

中文翻译：

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帮助学生使用数据科学和统计语言的简单干预措施

本文的重点是通过使用简单的课堂活动来学习数据科学和统计学的语言。众所周知，统计学中的许多术语在词汇上是模棱两可的，在一般英语对话中具有一种含义，而在统计英语中具有另一种更具技术性的含义。主要目的是调查所提议的课堂准备干预措施是否被学生认为是有趣和有帮助的。第二个目的是衡量学生在学期开始和结束时正确定义词汇歧义词的能力，并寻找干预措施与词汇消歧之间关联的证据。研究了三种类型的干预：填字游戏、填空练习和分类练习。学生对活动的评价结果​​表明，总的来说，学生们发现这些活动很有帮助也很有趣。也有一些中等证据表明统计术语（包括显着性、控制性和关系）的消歧有所改善。