寫作,作為一種基本的語(yǔ)言技能,體現(xiàn)了學(xué)生的綜合語(yǔ)言運(yùn)用能力。寫作教學(xué)對(duì)于提高學(xué)生語(yǔ)言組織能力和培養(yǎng)學(xué)生邏輯思辨能力具有重要作用。因此高中英語(yǔ)寫作教學(xué)應(yīng)給予高度重視。然而,由于機(jī)械單一的教學(xué)方法,傳統(tǒng)的寫作教學(xué)并不能滿足學(xué)生的需求。面對(duì)這種現(xiàn)象,尋求一種有效提高學(xué)生寫作能力的教學(xué)方法勢(shì)在必行。模因論是用來(lái)解釋文化進(jìn)化規(guī)律的一種新型語(yǔ)用理論。根據(jù)模因論,語(yǔ)言學(xué)習(xí)就是語(yǔ)言模因復(fù)制,傳播的過(guò)程。模因論為語(yǔ)言教學(xué)和模仿寫作提供了新的視角。因此本研究將在研究模因論和模仿寫作共通之處的基礎(chǔ)上,試圖將模因論視角下的仿寫應(yīng)用于高中英語(yǔ)寫作教學(xué)中。通過(guò)引導(dǎo)學(xué)生對(duì)詞匯、句子結(jié)構(gòu)以及篇章等語(yǔ)言模因進(jìn)行模仿來(lái)提高學(xué)生的寫作水平。本研究對(duì)沈陽(yáng)市某一高中的高一年級(jí)的兩個(gè)平行班級(jí)的學(xué)生進(jìn)行了為期三個(gè)月的教學(xué)實(shí)驗(yàn)。兩班人數(shù)均為52人。實(shí)驗(yàn)班采用模因論視角下的仿寫的寫作模式進(jìn)行教學(xué),控制班則采用傳統(tǒng)的教學(xué)方法。為確保本研究的有效性,本研究采用的研究工具包括前測(cè)、后測(cè)、調(diào)查問(wèn)卷以及訪談。本研究主要探討兩個(gè)問(wèn)題(1)模因論視角下的作文仿寫英語(yǔ)教學(xué)模式對(duì)高中生的英語(yǔ)寫作能力有什么影響?(2)在模因論視角下的作文仿寫的寫作教學(xué)模...

【文章頁(yè)數(shù)】：104 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgments
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Overall Structure of the Thesis
Chapter2 Literature Review
    2.1 Imitative Writing
        2.1.1 Definition of Imitative Writing
        2.1.2 Classifications of Imitative Writing
        2.1.3 Function of Imitative Writing
    2.2 Memetics
        2.2.1 Definition of Meme
        2.2.2 Classifications of Meme
        2.2.3 Characteristics of Meme
        2.2.4 Stages of Meme
    2.3 English Writing
        2.3.1 Definition of English Writing
        2.3.2 Teaching Approaches of English Writing
    2.4 Related Theories of Imitative Writing
        2.4.1 Krashen’s Input Theory
        2.4.2 Swain’s Output Theory
        2.4.3 Constructivism
    2.5 Relationship between Imitative Writing and Memetics
    2.6 Previous Studies of Imitative Writing
        2.6.1 Previous Studies of Imitative Writing at Abroad
        2.6.2 Previous Studies of Imitative Writing at Home
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Pre-test
        3.3.3 Post-test
        3.3.4 Interview
    3.4 Experiment Procedure
    3.5 Data Collection
    3.6 Data Analysis
Chapter4 Results and Discussion
    4.1 Results
        4.1.1 Results of Questionnaire
        4.1.2 Results of Pre-test
        4.1.3 Results of Post-test
        4.1.4 Results of Interview
    4.2 Discussion
        4.2.1 Discussion on the Effects of Imitative Writing on High SchoolStudents’Writing Ability
        4.2.2 Discussion on the Changes of Students’Attitudes to English Writingafter Imitative Writing
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Suggestions for Further Researches
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G



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