基于模因论的大学英语写作中的产出性词汇研究

发布时间：2018-03-12 15:22

本文选题：模因论　切入点：大学英语写作　出处：《沈阳师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：模因论是基于新达尔文主义进化论的理论。Dawkins(1976)首次提出“模因”一词,即文化的复制基因,并由Blackmore(1999)将其发展为模因论理论体系。产出性词汇是评价写作质量与词汇丰富程度的重要标准,也是中国学生在英语写作方面亟待解决的重要问题。近年来,国内外研究者将模因论引入词汇研究,但基本停留在词汇习得的层面,对词汇产出的实证研究相对较少。本研究运用模因论指导大学英语词汇教学,结合Read(2000)提出的词汇变化性、词汇密度、词汇复杂性和词汇错误四个维度,对写作中的产出性词汇进行实证研究,旨在探索模因论指导的大学英语词汇教学对大学英语写作词汇产出的影响。本研究拟解决三个问题:1)与传统词汇教学相比,基于模因论的大学英语词汇教学是否更能够提升写作中的产出性词汇?如果是,能够提升到什么程度?2)基于模因论的大学英语词汇教学会对写作中的产出性词汇产生怎样的影响?其中,产出性词汇的哪个维度提升最为显著?3)在基于模因论的大学英语词汇教学指导下,写作成绩与产出性词汇存在怎样的相关性?研究对象是来自沈阳师范大学的89名大一新生。他们在入学时被随机分入两个教学班,其中一个为实验班(47人),另一个则为控制班(42人)。本实验历时一个学期,共15周,实验过程包括问卷调查、写作前后测试及课堂教学三种方式。实验班利用模因论指导大学英语词汇教学,旨在帮助学生提升写作中的产出性词汇量,及用词的丰富性和准确性。在实验班中所得的结果表明,基于模因论的大学英语词汇教学能够提升写作中的产出性词汇量,比传统词汇教学效果更佳。在产出性词汇的四个维度中,词汇变化性、词汇密度与词汇复杂性均明显上升,其中以词汇变化性最为显著,而词汇错误明显下降。另外,写作成绩与词汇变化性、词汇复杂性两个维度呈现显著的正相关关系,而与其他维度不存在显著的相关关系。因此,本研究不仅为提升大学英语写作产出性词汇提供了值得参考的解决办法,而且为改进大学英语词汇教学提供了新的思路和方法。
[Abstract]:Memetics is a new theory of Darwinian evolution theory based on.Dawkins (1976) first proposed the term "meme", namely, gene duplication culture, and by the Blackmore (1999) the development of memetics theory. Productive vocabulary is an important standard to evaluate the quality of writing and vocabulary richness, an important problem in English Writing is the urgent Chinese students. In recent years, researchers at home and abroad of the meme theory into vocabulary research, but remain in the vocabulary level, an empirical study on vocabulary production is relatively small. This study uses memetics to guide college English vocabulary teaching, combined with the Read (2000) lexical variation. The lexical density, lexical sophistication and lexical errors in four dimensions, the empirical research on writing productive vocabulary, aims to explore the memetics guide to college English vocabulary teaching of College English written vocabulary. The impact. This study aims to solve three problems: 1) compared with the traditional vocabulary teaching model for College English vocabulary teaching, the theory is more able to enhance the writing of productive vocabulary based on? If it is, can be raised to what extent? 2) memes in College English vocabulary teaching theory will have what effect on the writing of productive vocabulary based on? Among them, which dimensions of productive vocabulary to improve the most significant? 3) in the meme theory to college English Vocabulary Teaching under the guidance based on the writing achievement and productive vocabulary are what relationship? The research object is from Shenyang Normal University 89 freshman enrollment in their. Were randomly divided into two classes, one as the experimental class (47 people), the other one as the control class (42 people). The experiment lasted for one semester, a total of 15 weeks, the experimental process including questionnaire survey, classroom teaching and writing tests before and after three Methods. The experimental class using memetics to guide college English vocabulary teaching aims to help students improve their writing in productive vocabulary, and lexical richness and accuracy. The results showed that in the experimental class, meme theory to college English vocabulary teaching can enhance writing productive vocabulary based on ratio better teaching effect of traditional vocabulary. In four dimensions of productive vocabulary, lexical variation, lexical density and lexical complexity were significantly increased, the lexical variation is the most significant, while vocabulary errors decreased significantly. In addition, writing achievement and vocabulary change, there is a significant positive correlation between the two dimensions of vocabulary the complexity, and other dimensions have no significant correlation. Therefore, this study not only provides a reference solution for improving the productive vocabulary of College English writing, but also for the improvement of College English Vocabulary teaching provides new ideas and methods.

【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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