基于模因论的高中英语写作教学设计及应用

发布时间：2023-02-06 19:34

　　英语写作作为英语学习的重要组成部分,不仅能够测验出学生的英语综合能力,还能引导学生形成知识产出的习惯。依据英语课程标准（2011版）,高中阶段在英语写作方面必须要达到七级目标。但就目前而言,高中英语写作教学较为局限于固有的教学方法和教学设计当中,因此写作教学现状不容乐观。模因论是语用学界新兴的一种理论,一种基于达尔文进化论解释文化进化规律的一种新理论。该理论认为,语言传播的过程就是语言模因不断复制传播的过程,主要体现在词汇、语法、句型结构以及篇章布局等语言模因的复制与传播。模因论坚持“模仿第一性”的原则,因此,模因是模仿的产物。需要强调的是,这里的“模仿”不是传统意义上学习者被动、机械地接受语言知识。基于模因论的模仿写作是指学习者主动选择、利用、掌握和驾驭语言模因的过程。此外,模因论将语言模因的生命周期分为四个阶段:同化、保持、表达和传输,既强调语言输入又强调语言的创造性输出,为高中英语写作教学提供了一个全新的视角。本研究基于模因理论,根据模因的生命发展周期设计了一个新的高中英语写作教学设计,即根据语言模因“同化一记忆一表达一传输”四个阶段设计了针对高中英语写作的教学设计,并结合教学实... 

【文章页数】：106 页

【学位级别】：硕士

【文章目录】：
摘要
abstract
Chapter1 Introduction
    1.1 Background of the Research
    1.2 Purposes of the Research
    1.3 Significance of the Research
    1.4 Organization of the Research
Chapter2 Literature Review
    2.1 Memetics
        2.1.1 Definition of Memetics
        2.1.2 Characteristics of Memes
            2.1.2.1 Fecundity
            2.1.2.2 Copying-fidelity
            2.1.2.3 Longevity
        2.1.3 Classification of Memes
            2.1.3.1 Genotype Meme
            2.1.3.2 Phenotype Meme
        2.1.4 Four Stages of Meme Development
            2.1.4.1 Assimilation
            2.1.4.2 Retention
            2.1.4.3 Expression
            2.1.4.4 Transmission
    2.2 Related Studies on Teaching Design
        2.2.1 Studies of Teaching Design Abroad
        2.2.2 Studies of Teaching Design at Home
    2.3 Related Studies of English Writing Teaching Design
        2.3.1 Studies of English Writing Teaching Design Abroad
        2.3.2 Studies of English Writing Teaching Design at Home
    2.4 Related Studies of Memetics and English Writing
        2.4.1 Memetics and English Writing
        2.4.2 Memetics and English Writing Design
Chapter3 Problems of Senior High School Students in English Writing
    3.1 Correlation Analysis
        3.1.1 The Correlation between Writing and Listening
        3.1.2 The Correlation between Writing and Reading
        3.1.3 The Correlation between Writing and Cloze Test
        3.1.4 The Correlation between Writing and Grammar
        3.1.5 The Correlation between Writing and Vocabulary
    3.2 Problems of All the Texts
        3.2.1 Vocabulary Errors
        3.2.2 Syntax Errors
        3.2.3 Discourse Errors
    3.3 Compositions Analysis
        3.3.1 The Analysis of High-score Composition
        3.3.2 The Analysis of Middle-score Composition
        3.3.3 The Analysis of Low-score Composition
Chapter4 Research Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Text Analysis
        4.3.2 Writing Test
        4.3.3 Interview
    4.4 Procedures of the Experiment
    4.5 Theoretical Design
        4.5.1 The First Stage of Assimilation
        4.5.2 The Second Stage of Retention
        4.5.3 The Third Stage of Expression
        4.5.4 The Last Stage of Transmission
    4.6 Cases Design
        4.6.1 A Letter of Advice Writing Design-Unit1 Friendship of Book1
        4.6.2 Practical Writing Design-Unit2 Healthy Eating of Book3
        4.6.3 Expository Writing Design-Unit5 Theme Parks of Book4
Chapter5 Application and Discussion
    5.1 Results Analysis of Pretest and Post-test
        5.1.1 The Improvement of Vocabulary
        5.1.2 The Improvement of Syntax
        5.1.3 The Improvement of Discourse Structure
    5.2 Compositions Analysis in Post-test
        5.2.1 The Analysis of High-score Composition
        5.2.2 The Analysis of Middle-score Composition
        5.2.3 The Analysis of Low-score Composition
    5.3 Analysis of Interview
    5.4 Discussion
        5.4.1 The Change of Students’Writing Attitude
        5.4.2 The Improvement of Students’Writing Competence
Chapter6 Conclusion
    6.1 Main Findings
    6.2 Implications
    6.3 Limitations
    6.4 Suggestions
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Acknowledgements
Publications



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