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模因論視域下高中英語背誦—模仿寫作教學模式的實證研究

  • 發布日期:2018-10-20
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本文是一篇碩士英語論文,英語由古代從丹麥等斯堪的納維亞半島以及德國、荷蘭及周邊移民至不列顛群島的盎格魯、撒克遜以及朱特部落的白人所說的語言演變而來,并通過英國的殖民活動傳播到了世界各地。(以上內容來自百度百科)今天為大家推薦一篇碩士英語論文,供大家參考。
 
Chapter 1 Introduction
 
This chapter contains four parts, including the background, purpose,significance of the study, and the layout of the thesis is briefly introduced at the end ofthis chapter.
 
1.1 Background of the Study
Listening, speaking, reading and writing are four essential language abilitieswhich senior high school students are supposed to master, among which writing is animportant ability in second language acquisition and reflects the comprehensive levelof students. Students not only need to master adequate vocabulary and precisegrammar, but also need to write flexibly and fluently. With the development ofquality-oriented education and the improvement of the National English CurriculumStandard of Senior High School, writing teaching has played an irreplaceable role inEnglish teaching in senior high school. Therefore, English writing should be attachedgreat importance to in senior high school.The present situation of English writing teaching in senior high school, however,is not optimistic. In order to accurately have a good understanding of the currentsituation of English writing teaching and the problems existing in senior high school,the author conducts a detailed observation and record of the writing class in the firstgrade of No.1 Senior High School of Liuzhi during the internship, interviewed someteachers and students, and looked up relevant literature. Then it is concluded that thecurrent situation of English writing teaching in this senior high school can besummarized from the following two aspects.
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1.2 Purpose of the Study
Memetics which is considered as a progressive theory in many domains brings anew perspective to English writing teaching. According to memetics, language can belearned through imitation. Based on the above-mentioned problems in senior highschool, the author concludes the reasons of them. First of all, students don’t payenough attention to the writing. They are not interested or even afraid to writecompositions. Secondly, sufficient language input is not be offered to students.Through the input of language memes, students can understand and master thevocabulary, syntactic structure and so on, and then correctly express them in writing.Language learning can be regarded as a complete life cycle of meme. Therefore, theauthor tries to combine memetics with writing to guide writing teaching. In thisresearch, the author attempts to testify that the recitation-imitation writing teaching model based on memetics can improve students’ English writing competence andchange students’ attitude towards English writing.
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Chapter 2 Literature Review
 
This chapter is mainly divided into three parts. In the first and second parts, theauthor mainly reviews the research and achievements of memes at home and abroad.Then the third part brefly introduces two writing teaching methods. The fourth part isa brief summary of the reseaches presented in the previous two parts.
 
2.1 Research on Memetics Abroad
The study of memetics started from abroad. Up to now, the development ofmemetics abroad has undergone the following four stages. First and foremost, RichardDawkins’ publication of The Selfish Gene is a very important moment to memetics,which makes people aware of the possibility of transplanting biological theory intothe social science. The word “meme” is first coined in this book and is regarded as thecultural equivalent of gene. And it is used to explain the striking similarity in differentcultures (1976). Shortly after the concept of meme is proposed, numerous scholars’attention has been attracted. The famous American philosopher, Dennet, introducedmemetics to illustrate why some ideas can survive for a long time just like genes inhis book (1995). After that, the number of articles and conferences on Memetics beginto increase.In 1999, Dawkins’s student Dr. Susan Blackmore published a book titled TheMeme Machine, which is the start of the second round research of memetics. Shecombined all kinds of research results and widened the concept of meme. It issuggested in her book that there is a close relationship between memetics andlanguage. At the same time, it is also pointed out that a lot of complex humancognitive activities are based on the imitation, such as speaking, reading and so on.From the new perspective, she explored a large number of typical social phenomena,such as the origin of language and religion (1999). Her research becomes a milestonefor the development of memetics. Since then, memetics as a branch subject risesquietly.
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2.2 Research on Memetics at Home
The beginning of the spread of memetics in China is comparatively late and slow.It didn’t truly enter the domestic academic circles until in 2002. However, thedevelopment of memetics in China becomes increasingly rapid like a raging fire. Inearly 1980s, Chinese translation version of The Selfish Gene was published inScience Press, which did not attract too much attention. After the translation andpublication of the two books The Selfish Gene and The Meme Machine in 2002, somerelated papers began to appear.Professor He Ziran is the first person who introduces language memetics intoChina, which lays a foundation for the development of language memetics inlinguistics. In the article written by He Ziran and He Xuelin, they analyzed differenttypes of memes and the process of imitating memes from the perspective of sociallinguistics. They also vividly explained the popular vocabulary in social life andwidespread Iternet language from the perspective of memetics (2003). When a booktitled New Developments in Pragmatics: Relevance, Adaption, and Memetics waspublished in 2007, it immediately aroused a heated response. At the same time, it isconsidered to be the most comprehensive translation of Western linguistic theories inChina. Since then, a series of papers and relevant researches on memetics werepublished. For example, Chen Linxia (2008) analyzed the variation of languagememes in the process of replication and transmission and the reasons why languagememes transmit successfully. Zhang Wenfeng (2008) analyzed the embodiment andapplication of meme in language teaching. Mu Zhiyu (2012) explained the function ofcomprehensible input and suggested that strengthening students’ language input canweaken their negative transfer of mother tongue in English writing.
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Chapter 3 Theoretical Bases .............11
3.1 Memetics.................11
3.1.1 Origin and Definition of Meme ...............11
3.1.2 Three Properties of Memes........13
3.1.3 Life Cycle of Meme.....13
3.2 Some Theories in SLA..........15
3.3 Summary .................17
Chapter 4 Research Design...............18
4.1 Research Questions...............18
4.2 Research Subjects .................18
4.3 Research Instruments and Method......18
4.4 Procedures of the Experiment.............21
4.5 Teaching Processes ...............23
4.6 Teaching Example.................27
Chapter 5 Data Analysis and Discussion ........32
5.1 Analysis of Questionnaires .................32
5.2 Analysis of Interview ............37
5.3 Analysis of the Scores of the Pre-test and Post-test .......39
5.4 Text analysis of the Pre-test and Post-test ........44
5.5 Discussions .............46
 
Chapter 5 Data Analysis and Discussion
 
The previous chapter introduces the design of the experiment. This chapter willanalyze and discuss the empirical data of the study in detail. According to the researchinstruments, the data collected for analyzing is mainly divided into three parts,including questionnaires, interview and tests.
 
5.1 Analysis of Questionnaires
The questionnaire of this experiment includes questionnaire 1 (Appendix 1) andquestionnaire 2 (Appendix 2). Two questionnaire papers are carried out in order toobserve if there are any changes of students’ attitude towards English writing beforeand after the experiment. The first 15 questions of the two questionnaire papers are allthe same. The only difference is adding five questions in the end of the secondquestionnaire in order to investigate students’ attitude of writing after applying therecitation-imitation writing teaching model. The structure of the questionnaire is asfollows.All the questionnaire papers are distributed to students before and after theexperiment. The students are required to finish them in limited time. All of thequestionnaire are handed in and effective and the results are as shown in the followingtable.The above seven questions aims at investigating students’ viewpoints towardsEnglish writing. The answers will be analyzed one by one.Answer 1: Before the experiments, only a quarter of of the students are interestedin English writing, while about half of the students are interested in English writingafter adopting the recitation-imitation writing teaching model.Answer 2: Before the experiment, only one-fifth of the students are good atEnglish writing, while the number of this type of students increases to 50 percent afterthe semester.Answer 3: From the beginning to the end of this experiment, the number ofstudents who are satisfied with their own writing competence increases from 26percent to 52 percent.Answer 4: After the experiment, most of the students think that great importanceshould be attached to the teacher’s feedback. After receiving feedback from theteacher and the classmates, they can have a clear understanding of mistakes andtimely correct them.
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conclusion
 
Although there are some findings in English writing, there are still somedeficiencies in the present thesis because of the limitations of subjective and objectivefactors.First of all, the experiment time is only one semester. The improvement ofwriting requires long-term accumulation and learning, so only one semester isrelatively short. Due to the limited time, certain writing tasks have to be assigned tostudents to finish after class.Secondly, the experimental subjects consist of only 52 students in one class,which can not represent all senior high school students. In addition, to some extent,the analysis of students’ compositions cannot fully reflect the writing situation of allsenior high school students.Finally, many variables are not controlled strictly, which may lead to thescientificity and preciseness of the experiment. The teacher’s intelligence level andpersonal preference may affect students’ scores. As mentioned above, some inevitablelimitations still exist in the study. Therefore, more varied additional instruments areexpected to make certain the reliability and validity of the research.
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