本文選題：模因論 + 模仿��； 參考：《蘭州理工大學》2013年碩士論文

【摘要】：模因論是基于達爾文的生物進化論而發(fā)展起來的一種用于解釋文化進化的新理論,自其誕生起,模因論就受到了諸多學者的關注,并被廣泛地應用于哲學,心理學及語言學等多個領域。 模因論的核心術語是模因,是文化信息單位,以非基因的方式在不同宿主中復制與傳播。語言是模因的載體,同時本身作為模因因子也被傳播。目前國內英語學習呈低齡化趨勢,且多媒體技術廣泛應用于英語教學,本研究把兩者有機結合,以模因論和語言習得為理論框架,試圖分析在動漫語境下學齡前兒童對英語的習得。本研究以學齡前兒童為主要研究對象,著重研究兒童通過觀看動漫的方式如何習得英語。本研究觀察、問卷與訪談等并用,作者從中了解到兒童在幼兒園以及在家庭看動漫習得英語的現狀,分析了動漫語境下語言模因機制以及模因認知與語言習得間的關系,印證了模仿是一種認知行為,是積極主動的,以及分析了動漫如何影響兒童英語習得和動漫語境下英語習得的效果。研究分析得出：動漫通過視聽雙通道為兒童提供認知語言的語境,兒童通過模仿可以習得英語；同時作者也發(fā)現動漫語境下兒童習得英語語言存在的問題,為此,提出如下幾點建議：教師和家長對學齡前兒童在動漫語境下習得英語應樹立恰當的形成性評價標準,并把動漫語境應用到語言環(huán)境建設中,從幼兒園延伸至家庭,同時,教師和家長對幼兒習得英語應給予適當的引導和積極的表揚,希望能有效促進兒童更好習得英語。
[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.
【學位授予單位】：蘭州理工大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H319.3

【參考文獻】

相關期刊論文 前6條

1 黃潔;;第二語言模因認知探析[J];重慶工商大學學報(社會科學版);2007年01期

2 馬麗婭;;語言模因現象的認知探索[J];黑龍江教育學院學報;2007年01期

3 王純磊;;語言模因與二語習得研究[J];江西師范大學學報(哲學社會科學版);2009年01期

4 謝朝群;何自然;Susan Blackmore;;被誤解的模因——與劉宇紅先生商榷[J];外語教學;2007年03期

5 謝朝群;何自然;;語言模因說略[J];現代外語;2007年01期

6 何自然;;語言中的模因[J];語言科學;2005年06期

相關碩士學位論文 前1條

1 潘瑋;從模因論角度解析兒童英語學習中的模仿行為[D];四川外語學院;2010年

，

本文編號：1867556