基于模因论的高中词汇教学的应用研究
发布时间：2025-05-01 12:19
词汇在语言使用中的地位是不言而喻的。正如著名语言学家Harmer(1990)所说,“如果把语言结构比作语言的骨架,那么是词汇为语言提供了重要的器官和血肉”(Harmer,1990:158)。因此,英语词汇是整个英语教学不可或缺的重要组成部分。模因论是基于达尔文进化的观点解释文化进化规律的新理论。牛津大学动物学家理查德·道金斯(Richard Dawkins)于1976年在《自私的基因》(The Selfish Gene)一书中首次提出“模因”(meme)这个概念。该理论主要是从模因论的角度审视语言及相关现象,不但揭示了语言发展的规律,而且为英语语言教学供了一种全新的思路。基于此,笔者在为期两个月的兰州九中实习期间,选取兰州九中高一年级两个班的学生作为被试,实验班为高一年级1班,共60名学生,控制班为高一年级三班,共60人。将模因论理论应用于高中英语词汇教学实践中,采用定性与定量研究相结合的方法开展实证研究。实验教学开展之前,笔者对模因论和英语词汇教学的国内外相关研究现状、发展及成果进行了比较系统地梳理与评述,阐释了模因论的相关概念及理论。在此基础之上,笔者展开调查和实验研究,探索高中英语...
【文章页数】：60 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
Chapter Two Literature Review
2.1 Researches on Memetics Abroad and at Home
2.1.1 Researches on Memetics Abroad
2.1.2 Researches on Memetics at Home
2.2 Researches on English Vocabulary Teaching Abroad and at Home
2.2.1 Researches on English Vocabulary Teaching Abroad
2.2.2 Researches on English Vocabulary Teaching at Home
2.2.3 Summary
Chapter Three Theoretical Framework
3.1 The Concept of Meme
3.1.1 The Definition and Characteristics of Memes
3.1.2 The Classification of Memes
3.1.3 The Transmission Mechanism of Memes
3.1.4 The Life Cycle of Memes
3.2 The Application of Memetics
3.2.1 Memetic Study of Cultural Evolution
3.2.2 Memetics and Language Teaching
3.3 Feasibility and Framework of Memetic Vocabulary Teaching
Chapter Four Research Methodology
4.1 Research Questions
4.2 Subjects
4.3 Instruments
4.3.1 Questionnaire
4.3.2 Pre-test
4.3.3 Post-test
4.3.4 Delayed test
4.4 Teaching Materials
4.5 Procedures
4.5.1 Pre-questionnaire
4.5.2 Pre-test
4.5.3 Teaching Procedures
4.5.3.1 Vocabulary Teaching Procedures in the Experimental Class
4.5.3.2 Vocabulary Teaching Procedures in the Control Class
4.5.3.3 The Comparison of These Two Classes
4.5.4 Post-questionnaire
4.5.5 Post-test
4.5.6 Delayed test
4.6 Data Collection
Chapter Five Results and Discussion
5.1 Results and Discussion Between in EC and CC
5.1.1 Analyzing Results
5.1.2 Discussion
5.2 Results and Discussion of Students' Vocabulary Achievements Between in EC and CC
5.2.1 Analyzing Results
5.2.2 Discussion
5.3 Results and Discussion of Students' Vocabulary Retention Between in EC and CC
5.3.1 Analyzing Results of The Post Test and Delayed Test in EC
5.3.2 Analysis Results of The Post Test and Delayed Test in CC
5.3.3 Discussion
Chapter Six Conclusion
6.1 Major Findings and Implications
6.2 Limitations
6.3 Suggestions
References
Appendix I English Vocabulary Learning Situation Questionnaire
Appendix II Pre-Test for Students' English Vocabulary Achievements
Appendix III Post-Test for Students' English Vocabulary Achievements
Appendix IV Delayed-Test for Students' English Vocabulary Retention
Appendix V model composition
Appendix VI model composition
Acknowledgements
本文编号：4042267
【文章页数】：60 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
Chapter Two Literature Review
2.1 Researches on Memetics Abroad and at Home
2.1.1 Researches on Memetics Abroad
2.1.2 Researches on Memetics at Home
2.2 Researches on English Vocabulary Teaching Abroad and at Home
2.2.1 Researches on English Vocabulary Teaching Abroad
2.2.2 Researches on English Vocabulary Teaching at Home
2.2.3 Summary
Chapter Three Theoretical Framework
3.1 The Concept of Meme
3.1.1 The Definition and Characteristics of Memes
3.1.2 The Classification of Memes
3.1.3 The Transmission Mechanism of Memes
3.1.4 The Life Cycle of Memes
3.2 The Application of Memetics
3.2.1 Memetic Study of Cultural Evolution
3.2.2 Memetics and Language Teaching
3.3 Feasibility and Framework of Memetic Vocabulary Teaching
Chapter Four Research Methodology
4.1 Research Questions
4.2 Subjects
4.3 Instruments
4.3.1 Questionnaire
4.3.2 Pre-test
4.3.3 Post-test
4.3.4 Delayed test
4.4 Teaching Materials
4.5 Procedures
4.5.1 Pre-questionnaire
4.5.2 Pre-test
4.5.3 Teaching Procedures
4.5.3.1 Vocabulary Teaching Procedures in the Experimental Class
4.5.3.2 Vocabulary Teaching Procedures in the Control Class
4.5.3.3 The Comparison of These Two Classes
4.5.4 Post-questionnaire
4.5.5 Post-test
4.5.6 Delayed test
4.6 Data Collection
Chapter Five Results and Discussion
5.1 Results and Discussion Between in EC and CC
5.1.1 Analyzing Results
5.1.2 Discussion
5.2 Results and Discussion of Students' Vocabulary Achievements Between in EC and CC
5.2.1 Analyzing Results
5.2.2 Discussion
5.3 Results and Discussion of Students' Vocabulary Retention Between in EC and CC
5.3.1 Analyzing Results of The Post Test and Delayed Test in EC
5.3.2 Analysis Results of The Post Test and Delayed Test in CC
5.3.3 Discussion
Chapter Six Conclusion
6.1 Major Findings and Implications
6.2 Limitations
6.3 Suggestions
References
Appendix I English Vocabulary Learning Situation Questionnaire
Appendix II Pre-Test for Students' English Vocabulary Achievements
Appendix III Post-Test for Students' English Vocabulary Achievements
Appendix IV Delayed-Test for Students' English Vocabulary Retention
Appendix V model composition
Appendix VI model composition
Acknowledgements
本文编号：4042267
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