模因论与EFL学习者词块习得  

Effect of Memetics on EFL Learner Lexical Chunk Acquisition

作　　者：邓大飞[1] 

机构地区：[1]广西民族师范学院外语系,广西崇左市532200

出　　处：《重庆工商大学学报（社会科学版）》2011年第5期109-114,共6页Journal of Chongqing Technology and Business University：Social Science Edition

基　　金：2009-2010年度全国基础教育外语教学研究资助金项目一般课题(JJWYYB2009057)"我国小;初;高各学段学生常用英语外语学习风格和学习策略的调查研究"

摘　　要：本文讨论了一项旨在验证模因论对EFL学习者词块习得是否有促进作用的教学实验。受试者为64名英语专业本科二年级学生。他们在课内学习六篇英语写作范文,同时学习词块,然后在课外用英语写一篇作文,两周和八周之后各参加一次写作测试。要求实验组必须通过朗诵范文学习词块并在作文中尽量使用这些词块,对照组未被刻意要求这样做。结果表明,与对照组相比,实验组记住并正确使用词块的可能性更大,词块在大脑中保持的时间较长,英语写作表达能力也相应地得到提高。This paper discusses the teaching experience whether the memetics has effect on EFL learner lexical chunk acquisition.Subjects were 64 sophomore English majors,who were required to learn six English passages inside class and meanwhile learn the lexical chunks in them.They were then asked to write an English composition outside class.They were also asked to conduct writing test after two and eight weeks respectively.The experimental group was instructed to learn how to use the chunks by reciting these passages and then use them in the composition as many as possible while the control group was not so required.The results showed that the lexical chunks learned through reciting the passages and then used once in the composition were retained longer in memory and meanwhile their English writing competence also improved,suggesting that requirements for lexical chunks learned by recitation and then used in writing tasks could facilitate foreign language learning.

关 键 词：模因论 词块习得 写作练习 朗诵 EFL学习者 英语 

分 类 号：H319[语言文字—英语]