从模因论视角解析动漫语境下儿童英语的习得

发布时间：2018-05-09 21:52

本文选题：模因论 + 模仿　；参考：《兰州理工大学》2013年硕士论文

【摘要】：模因论是基于达尔文的生物进化论而发展起来的一种用于解释文化进化的新理论,自其诞生起,模因论就受到了诸多学者的关注,并被广泛地应用于哲学,心理学及语言学等多个领域。模因论的核心术语是模因,是文化信息单位,以非基因的方式在不同宿主中复制与传播。语言是模因的载体,同时本身作为模因因子也被传播。目前国内英语学习呈低龄化趋势,且多媒体技术广泛应用于英语教学,本研究把两者有机结合,以模因论和语言习得为理论框架,试图分析在动漫语境下学龄前儿童对英语的习得。本研究以学龄前儿童为主要研究对象,着重研究儿童通过观看动漫的方式如何习得英语。本研究观察、问卷与访谈等并用,作者从中了解到儿童在幼儿园以及在家庭看动漫习得英语的现状,分析了动漫语境下语言模因机制以及模因认知与语言习得间的关系,印证了模仿是一种认知行为,是积极主动的,以及分析了动漫如何影响儿童英语习得和动漫语境下英语习得的效果。研究分析得出：动漫通过视听双通道为儿童提供认知语言的语境,儿童通过模仿可以习得英语；同时作者也发现动漫语境下儿童习得英语语言存在的问题,为此,提出如下几点建议：教师和家长对学龄前儿童在动漫语境下习得英语应树立恰当的形成性评价标准,并把动漫语境应用到语言环境建设中,从幼儿园延伸至家庭,同时,教师和家长对幼儿习得英语应给予适当的引导和积极的表扬,希望能有效促进儿童更好习得英语。
[Abstract]:Memetics is a new theory used to explain the evolution of culture, which is developed based on Darwin's theory of biological evolution. Since its birth, memetics has been concerned by many scholars and has been widely used in philosophy. Psychology and linguistics are many fields. The core term of memetics is meme, a unit of cultural information that replicates and spreads in different hosts in a non-genetic manner. Language is the carrier of meme and itself is propagated as a meme factor. At present, English learning in China tends to be younger and multimedia technology is widely used in English teaching. This study combines the two theories with memetics and language acquisition as the theoretical framework. This paper attempts to analyze the acquisition of English by preschool children in the context of animation. This study focuses on how children learn English by watching animation. In this study, using questionnaires and interviews, the author finds out the current situation of children's English acquisition in kindergarten and at home, and analyzes the mechanism of language meme and the relationship between meme cognition and language acquisition in the context of animation. It proves that imitation is a kind of cognitive behavior and is active, and analyzes how animation affects children's English acquisition and the effect of English acquisition in the context of animation. The study shows that animation provides children with cognitive language context through audio-visual dual channels, and children can acquire English through imitation. At the same time, the author also finds that there are problems in children's acquisition of English language in the context of animation. The following suggestions are put forward: teachers and parents should set up appropriate formative evaluation criteria for preschool children's acquisition of English in the context of animation, and apply animation context to language environment construction, extending from kindergarten to family, at the same time. Teachers and parents should give appropriate guidance and positive praise to children's English acquisition, hoping to promote children's better English acquisition.
【学位授予单位】：兰州理工大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H319.3

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