基于模因论雅思写作对高中生英语写作能力影响的个案研究

发布时间：2018-03-18 09:32

本文选题：英语写作　切入点：模因理论　出处：《赣南师范学院》2015年硕士论文　论文类型：学位论文

【摘要】：本论文基于模因论围绕在哪些方面及多大程度上雅思学术类Task Two写作教学影响了高中生英语写作水平。在摘要中,笔者从研究需求,理论基础及研究结果等方面概括出了这篇论文的主要内容。在现实需求方面,高中英语学习中的听,说,读,以及写一样重要。然而,口语未纳入高考,听力和阅读是输出技能,比较容易提高;加之写作分数在高考中的占比(浙江省高考英语写作占五分之一)以及写作相对较难,这些都使得高中英语写作备受关注。在理论方面,模因理论已经发展较成熟。与用于解释生物遗传的基因遗传学类似,模因理论用于解释文化因素的传播。在语言学习领域,这一理论被广泛研究和应用,它在英语写作方面的有效性也已经被证明。笔者将现实需求和被广泛接受的相关理论结合起来,在浙江省进行了个案研究。三位既准备参加高考又准备雅思考试的高中生参加了这项研究。在这项研究中,他们系统地接受了雅思学术类Task Two的教学。借助数据研究法,访谈法,个案分析法和对比研究法,笔者探究出在哪些方面及多大程度上雅思学术类Task Two的教学影响了研究对象的高中英语写作水平。研究得出的结论是:学生系统接受雅思学术类Task Two写作训练之后,他们的高中英语作文水平提高了。具体体现在:他们能够更好地回应写作任务;作文能够被更好地组织;词汇和语法的范围和准确性都有所提高。
[Abstract]:Based on memetics, this thesis focuses on how and to what extent IELTS academic Task Two writing teaching has influenced high school students' English writing proficiency. The theoretical basis and research results summarize the main contents of this thesis. In the practical requirements, listening, speaking, reading and writing are as important as listening, speaking, reading and writing in high school English learning. However, oral English is not included in the college entrance examination. Listening and reading are output skills, which are easy to improve. In addition, the proportion of writing scores in the college entrance examination (1/5 in Zhejiang Province) and writing is relatively difficult. In theory, meme theory has been developed. Similar to the genetic theory used to explain biological heredity, meme theory is used to explain the spread of cultural factors. In the field of language learning, meme theory is used to explain the spread of cultural factors. This theory has been widely studied and applied, and its effectiveness in English writing has been proved. A case study was conducted in Zhejiang Province. Three high school students who were both preparing for the college entrance examination and preparing for the IELTS test took part in the study. In this study, they were systematically taught by Task Two, an IELTS academic subject. Interview, case analysis and comparative research, The author explores how and to what extent the teaching of IELTS academic Task Two affects the students' English writing proficiency in senior high schools. The conclusion of the study is as follows: after the students have received Task Two writing training in IELTS, Their high school English writing skills have improved. They can better respond to writing tasks; they can be better organized; and the scope and accuracy of vocabulary and grammar have improved.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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