模因论视域下的高中生英语写作教学的实验研究

发布时间：2018-03-04 12:10

本文选题：模因论　切入点：模因生命周期　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在高中英语学习所需要掌握的四项技能中,写作被认为是需要掌握一定的词汇量、句型以及段落结构布局的一项复杂技能。英语写作是学生英语语言能力和语言运用能力的综合体现,因此,培养学生的写作技能是新教材语言教学的主要内容之一。然而,传统的英语写作教学往往只注重写作结果,学生缺乏对语料的积累,以致表达混乱。很多学生面对英语写作时,无从下笔,其原因是缺乏足够的语言积累。为了改善传统英语写作教学的不足,本研究将模因论与二语习得理论中的输入、输出理论相结合,以语言模因复制和传播的两种方式:语言模因基因型和语言模因表现型为基础,试图在高中英语写作教学中引入模因理念,将语言模因的同化、记忆、表达和传播的四个阶段与英语写作教学的四个过程:输入、记忆、输出和互动紧密结合起来形成一套全新的写作教学模式。本研究以石家庄第六中学高一两个班级的98名美术生为实验对象,其中一个为实验班,另一个为控制班。通过教学实验,主要讨论三个问题:(1)以模因论为框架的英语写作教学模式是如何在词汇方面影响学生写作的?(2)以模因论为框架的英语写作教学模式是如何在句法方面影响学生写作的?(3)以模因论为框架的英语写作教学模式是如何在段落结构方面影响学生写作的?在研究过程中,作者采用了问卷调查、测试和访谈的研究方法用以采集数据以做进一步的研究分析。通过对实验结果的分析,我们可以得出将模因论与二语习得理论中的输入、输出理论相结合,以语言模因复制和传播的两种方式为基础的英语写作教学模式对高中英语写作教学具有积极影响,它可以从词汇、句法和段落结构三方面提高学生的英语写作水平。最后,笔者根据研究发现,提出了相关的教学建议,阐述了本研究的局限性,并对未来研究方向提出了建议。
[Abstract]:Of the four skills required for senior high school English learning, writing is considered to require a certain vocabulary. English writing is the comprehensive embodiment of students' English language ability and language application ability. Therefore, cultivating students' writing skills is one of the main contents of language teaching in new textbooks. The traditional teaching of English writing tends to focus only on the result of writing. Students lack the accumulation of corpus, which leads to confusion of expression. Many students have no way to write when they are faced with English writing. In order to improve the traditional teaching of English writing, this study combines memetics with input and output theory in second language acquisition theory. Based on two ways of language meme replication and transmission: language meme genotype and language meme representation, this paper attempts to introduce the meme concept into the teaching of English writing in senior high school to assimilate and memorize the language meme. The four stages of expression and communication and the four processes of English writing teaching: input, memory, This study takes 98 art students from two classes in Shijiazhuang 6th Middle School as experimental objects, one of which is the experimental class. The other is the control class. Through the teaching experiment, this paper mainly discusses three questions: 1) how does the English writing teaching mode based on memetics affect the students' writing in terms of vocabulary? 2) how does the teaching mode of English writing based on memetics affect students' writing in syntactic terms? 3) how does the teaching mode of English writing based on memetics affect students' writing in the aspect of paragraph structure? In the course of the study, the author uses the methods of questionnaire, test and interview to collect data for further analysis. Through the analysis of the experimental results, we can get the input of memetics and second language acquisition theory. Combined with output theory, the English writing teaching model based on the two ways of language meme reproduction and transmission has a positive impact on the teaching of English writing in senior high school. Finally, according to the findings of the study, the author puts forward some teaching suggestions, expounds the limitations of this study, and puts forward some suggestions for the future research.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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