詞匯在語言使用中的地位是不言而喻的。正如著名語言學家Harmer(1990)所說,“如果把語言結構比作語言的骨架,那么是詞匯為語言提供了重要的器官和血肉”(Harmer,1990:158)。因此,英語詞匯是整個英語教學不可或缺的重要組成部分。模因論是基于達爾文進化的觀點解釋文化進化規(guī)律的新理論。牛津大學動物學家理查德·道金斯(Richard Dawkins)于1976年在《自私的基因》(The Selfish Gene)一書中首次提出“模因”(meme)這個概念。該理論主要是從模因論的角度審視語言及相關現(xiàn)象,不但揭示了語言發(fā)展的規(guī)律,而且為英語語言教學供了一種全新的思路�；诖�,筆者在為期兩個月的蘭州九中實習期間,選取蘭州九中高一年級兩個班的學生作為被試,實驗班為高一年級1班,共60名學生,控制班為高一年級三班,共60人。將模因論理論應用于高中英語詞匯教學實踐中,采用定性與定量研究相結合的方法開展實證研究。實驗教學開展之前,筆者對模因論和英語詞匯教學的國內外相關研究現(xiàn)狀、發(fā)展及成果進行了比較系統(tǒng)地梳理與評述,闡釋了模因論的相關概念及理論。在此基礎之上,筆者展開調查和實驗研究,探索高中英語...

【文章頁數(shù)】：60 頁

【學位級別】：碩士

【文章目錄】：
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



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