模因论在职业高中英语阅读教学中的应用研究

发布时间：2019-05-23 23:14

【摘要】：模因作为文化传播的基本单位,首先被Richard Dawkins用来研究文化的发展规律。之后,国内外学者对模因进行了更为详细的解释和分类,为模因论运用于生物学、心理学、社会学和语言学等方面奠定了基础,并丰富了模因论的研究范围。在2003年,何自然提到了模因论在外语教学中的重要性。他认为背诵的教学方法不应丢弃,而应通过模因的复制和背诵方式服务于外语教学。此外,模仿和背诵也是信息输入的一种途径。根据克拉申的语言习得理论,可理解性输入在语言习得过程中起着重要的作用。事实上,背诵也可以作为可理解性输入的一种方法,为更好的输入提供模仿的资源。本论文的研究对象有实验班和对照班两个班。本研究者通过问卷了解了实验班的职业高中生对学习英语阅读态度。调查显示,他们认为学习英语对他们来说很重要,并且背诵和模仿的学习方法也很有必要。因此,本论文从模因论的视角研究背诵和模仿的教学方法对职业高中生英语阅读成绩的影响。通过实验班和对照班的英语阅读成绩的比较,研究者发现两个班的第一次英语阅读成绩无显著性差异。从第三周开始,实验班和对照班的教学方法有所不同:研究者在实验班上这次课时,通过背诵和模仿的方式复习每节课和每单元已学过的重要知识点,而对照班没有。在学期将要结束时,按照第一次考试的形式再从课本中挑选四篇阅读理解作为第二次测试。结果发现学生们在经过一个学期的学习之后,实验班和对照班的阅读成绩都有所提高,但通过配对样本t检验发现两个班的英语阅读成绩无显著性差异。于是对于两个班的后测成绩做独立样本t检验,发现实验班的英语阅读的平均成绩明显高于对照班的英语阅读的平均成绩,且差异显著。从而在一定意义上说明了基于模因论和输入假设理论的背诵和模仿的教学方法对提高学生们的英语阅读理解能力有积极的作用,并能激发学生们对英语阅读的兴趣。文章共包括五部分,主要包括背景知识介绍、模因论和语言输入理论的文献综述、研究方法、数据分析及结论。在论文的结论部分,作者也给出了一些本论文的不足,及阅读教学方面的建议和本研究的教学启示。
[Abstract]:Memes, as the basic unit of cultural communication, are first used by Richard Dawkins to study the law of cultural development. After that, scholars at home and abroad have explained and classified memes in more detail, which laid a foundation for the application of memetics in biology, psychology, sociology and linguistics, and enriched the research scope of memetics. In 2003, he nature mentioned the importance of memetics in foreign language teaching. He believes that the teaching method of recitation should not be discarded, but should serve foreign language teaching through meme reproduction and recitation. In addition, imitation and recitation are also a way of information input. According to Krashen's theory of language acquisition, comprehensible input plays an important role in the process of language acquisition. In fact, recitation can also be used as a way of comprehensible input to provide imitating resources for better input. The research objects of this paper are experimental class and control class. The researcher investigated the attitude of vocational high school students in the experimental class to learning English reading by questionnaire. According to the survey, they think learning English is very important to them, and reciting and imitating learning methods are also necessary. Therefore, this paper studies the influence of recitation and imitation teaching methods on English reading performance of vocational high school students from the perspective of memetics. By comparing the English reading scores of the experimental class and the control class, the researchers found that there was no significant difference in the first English reading achievement between the two classes. From the third week, the teaching methods of the experimental class are different from those of the control class: in this class, the researchers review the important knowledge points that have been learned in each class and unit by recitation and imitation, while the control class does not. At the end of the semester, select four reading comprehension from the textbook in the form of the first exam as the second test. The results showed that after a semester of study, the reading scores of the experimental class and the control class were improved, but there was no significant difference in English reading performance between the two classes by matched sample t test. Therefore, an independent sample t test was carried out for the post-test results of the two classes. It was found that the average score of English reading in the experimental class was significantly higher than that in the control class, and the difference was significant. In a sense, the teaching methods of recitation and imitation based on memetics and input hypothesis theory play a positive role in improving students' English reading comprehension, and can stimulate students' interest in English reading. The article consists of five parts, including background knowledge introduction, memetics and language input theory literature review, research methods, data analysis and conclusions. In the conclusion part of the paper, the author also gives some shortcomings of this paper, as well as some suggestions on reading teaching and the teaching enlightenment of this study.
【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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