摘要
语言模因的同化、记忆、表达和传播的生长周期与二语的输入、内化、强化和输出过程有着异曲同工之处。通过教学实验、问卷及访谈等方法初步证实,在"背诵—模仿—创造"式的大学英语教学新模式下,在课堂教学中应用"背诵教学法"、"语境教学法"、"模仿教学法"和"联想教学法"等可以显著提高学生的听、说、写、译等能力,但对阅读能力的提高不明显;同时,模因教学模式也普遍得到了学生的接受。
The four stages of linguistic memes＇ growth cycles are the same as the four processes ot second language learning. By conducting teaching experiments, questionnaires and interviews, this paper confirms that by setting up the new teaching model of reciting - imitating - creating, and using four teaching methods （recitation, context, imitation and association）, students＇ listening, speaking, writing and translating abilities can be improved greatly, but the progress of their reading ability is not obvious, and the new teaching methods are all accepted and welcomed by students.
出处
《天津外国语大学学报》
2015年第3期48-55,共8页
Journal of Tianjin Foreign Studies University
基金
2012年广州市教育科学"十二五"规划课题"模因论在大学二语教学中的应用研究及模式构建"(12A083)
关键词
语言模因
英语教学
教学法
linguistic memetics
English teaching
methodology
