模因论视角下中学英语词汇教学探讨

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“模因”是英国著名动物学家RichardDawkins(1976)在其出版的《自私的基因》中模仿“基因”一词而得出。模因与语言有着密切的关系,语言模因论主要是从模因论的角度审视语言及相关现象。语言模因论不但揭示了语言发展的规律,而且为英语语言教学提供了一种全新的思路。本文在模因理论的相关观点指导下,以模因的特点、传播过程和传播方式为切入点探究模因论对中学英语词汇教学的启示。并从听、说、读、写及其他方面论述了模因论在词汇教学中的应用。从而提高教师中学英语词汇教授的效率,使学习者可以在比较短的时间内或以比较轻易的方式来学习语言。【关键词】:模因基因型表现型词汇模因教学
【论文提纲】:Abstract6-7摘要7-8Contents8-10ChapterOneIntroduction10-141.1ObjectiveandSignificanceofthePresentStudy10-111.2ResearchContents111.3ResearchApproaches11-121.4Organizationofthethesis12-14ChapterTwoLiteratureReviewandRelatedTheory14-262.1DevelopmentofMemeticsinForeignCountriesandChina14-162.1.1MemeticsStudiesinWesternCountries14-152.1.2MemeticsStudiesinChina15-162.2RelatedResearch16-202.3Theoreticalpointofviewinmemetics20-262.3.1DefinitionofMemes20-212.3.2ThreeCharacteristicsofSuccesulMeme21-222.3.2.1Copying-fidelity21-222.3.2.2Fecundity222.3.2.3Longevity222.3.3TheLifecycleofMeme22-242.3.3.1Assimilation22-232.3.3.2Retention232.3.3.3Expression232.3.3.4Tranission23-242.3.4LanguageMeme242.3.5TranissionWaysofLanguageMeme24-26ChapterThreeTraditionalEnglishVocabularyTeachinginMiddleSchool26-333.1ImportanceofVocabularyTeaching26-273.2StatusofEnglishVocabularyTeaching27-293.3TraditionalTeachingMethodsandEffects29-303.4TheCharacteristicsofMiddleSchoolStudents'EnglishVocabularyLearning30-33ChapterFourApplicationofMemeticstoMiddleSchool'sEnglishVocabularyTeaching33-484.1ApplicationtotheTwoWaysofMemes'Tranission33-384.1.1ApplicationofGenotypeMeme33-354.1.1.1SameInformationTranitsinSameForm33-344.1.1.2SameInformationTranitsinDifferentForms34-354.1.2ApplicationofPhenotypeMeme35-384.1.2.1AssociationofSoundandForm35-364.1.2.2AssociationofMeaning364.1.2.3AssociationofStructure36-384.2ApplicationattheLanguageLevel38-424.2.1ApplicationattheLevelofPhonology38-404.2.2ApplicationattheLevelofMorphology404.2.3.ApplicationattheLevelofSyntax40-414.2.4ApplicationatthelevelofDiscourse41-424.3ApplicationtotheWaysofVocabularyAcquisition42-484.3.1ApplicationtoListening42-434.3.2ApplicationtoSpeaking43-454.3.3ApplicationtoReading45-464.3.4ApplicationtoWriting46-48ChapterFiveConclusion48-535.1Summary48-505.2Implications50-515.3LimitationsandFurtherResearch51-53Bibliography53-56Acknowledgements56
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