本文選題：模因論　切入點：大學英語寫作　出處：《沈陽師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：模因論是基于新達爾文主義進化論的理論。Dawkins(1976)首次提出“模因”一詞,即文化的復制基因,并由Blackmore(1999)將其發(fā)展為模因論理論體系。產(chǎn)出性詞匯是評價寫作質(zhì)量與詞匯豐富程度的重要標準,也是中國學生在英語寫作方面亟待解決的重要問題。近年來,國內(nèi)外研究者將模因論引入詞匯研究,但基本停留在詞匯習得的層面,對詞匯產(chǎn)出的實證研究相對較少。本研究運用模因論指導大學英語詞匯教學,結(jié)合Read(2000)提出的詞匯變化性、詞匯密度、詞匯復雜性和詞匯錯誤四個維度,對寫作中的產(chǎn)出性詞匯進行實證研究,旨在探索模因論指導的大學英語詞匯教學對大學英語寫作詞匯產(chǎn)出的影響。本研究擬解決三個問題:1)與傳統(tǒng)詞匯教學相比,基于模因論的大學英語詞匯教學是否更能夠提升寫作中的產(chǎn)出性詞匯?如果是,能夠提升到什么程度?2)基于模因論的大學英語詞匯教學會對寫作中的產(chǎn)出性詞匯產(chǎn)生怎樣的影響?其中,產(chǎn)出性詞匯的哪個維度提升最為顯著?3)在基于模因論的大學英語詞匯教學指導下,寫作成績與產(chǎn)出性詞匯存在怎樣的相關(guān)性?研究對象是來自沈陽師范大學的89名大一新生。他們在入學時被隨機分入兩個教學班,其中一個為實驗班(47人),另一個則為控制班(42人)。本實驗歷時一個學期,共15周,實驗過程包括問卷調(diào)查、寫作前后測試及課堂教學三種方式。實驗班利用模因論指導大學英語詞匯教學,旨在幫助學生提升寫作中的產(chǎn)出性詞匯量,及用詞的豐富性和準確性。在實驗班中所得的結(jié)果表明,基于模因論的大學英語詞匯教學能夠提升寫作中的產(chǎn)出性詞匯量,比傳統(tǒng)詞匯教學效果更佳。在產(chǎn)出性詞匯的四個維度中,詞匯變化性、詞匯密度與詞匯復雜性均明顯上升,其中以詞匯變化性最為顯著,而詞匯錯誤明顯下降。另外,寫作成績與詞匯變化性、詞匯復雜性兩個維度呈現(xiàn)顯著的正相關(guān)關(guān)系,而與其他維度不存在顯著的相關(guān)關(guān)系。因此,本研究不僅為提升大學英語寫作產(chǎn)出性詞匯提供了值得參考的解決辦法,而且為改進大學英語詞匯教學提供了新的思路和方法。
[Abstract]:Memetics is a new theory of Darwinian evolution theory based on.Dawkins (1976) first proposed the term "meme", namely, gene duplication culture, and by the Blackmore (1999) the development of memetics theory. Productive vocabulary is an important standard to evaluate the quality of writing and vocabulary richness, an important problem in English Writing is the urgent Chinese students. In recent years, researchers at home and abroad of the meme theory into vocabulary research, but remain in the vocabulary level, an empirical study on vocabulary production is relatively small. This study uses memetics to guide college English vocabulary teaching, combined with the Read (2000) lexical variation. The lexical density, lexical sophistication and lexical errors in four dimensions, the empirical research on writing productive vocabulary, aims to explore the memetics guide to college English vocabulary teaching of College English written vocabulary. The impact. This study aims to solve three problems: 1) compared with the traditional vocabulary teaching model for College English vocabulary teaching, the theory is more able to enhance the writing of productive vocabulary based on? If it is, can be raised to what extent? 2) memes in College English vocabulary teaching theory will have what effect on the writing of productive vocabulary based on? Among them, which dimensions of productive vocabulary to improve the most significant? 3) in the meme theory to college English Vocabulary Teaching under the guidance based on the writing achievement and productive vocabulary are what relationship? The research object is from Shenyang Normal University 89 freshman enrollment in their. Were randomly divided into two classes, one as the experimental class (47 people), the other one as the control class (42 people). The experiment lasted for one semester, a total of 15 weeks, the experimental process including questionnaire survey, classroom teaching and writing tests before and after three Methods. The experimental class using memetics to guide college English vocabulary teaching aims to help students improve their writing in productive vocabulary, and lexical richness and accuracy. The results showed that in the experimental class, meme theory to college English vocabulary teaching can enhance writing productive vocabulary based on ratio better teaching effect of traditional vocabulary. In four dimensions of productive vocabulary, lexical variation, lexical density and lexical complexity were significantly increased, the lexical variation is the most significant, while vocabulary errors decreased significantly. In addition, writing achievement and vocabulary change, there is a significant positive correlation between the two dimensions of vocabulary the complexity, and other dimensions have no significant correlation. Therefore, this study not only provides a reference solution for improving the productive vocabulary of College English writing, but also for the improvement of College English Vocabulary teaching provides new ideas and methods.

【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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