模因理论在大学英语阅读教学中的实证研究  

An Experimental Study of Applying Meme Theory to the Teaching of College English Reading

作　　者：陈阳芳[1] 刘卫东[1] 

机构地区：[1]梧州学院外语系,广西梧州543002

出　　处：《梧州学院学报》2012年第3期68-75,共8页Journal of Wuzhou University

基　　金：2010年度广西高校大学英语教改项目(2010C470);梧州学院院级一般资助教育教学改革项目(wyjg2010B015)

摘　　要：大学英语阅读肩负着"促进语言学习,为应用能力的培养奠定基础"的使命。语言学习是模因传播过程,必须遵循模因传播规律。提供汉语信息的课文复述,要求用英语"表达"汉语信息,促使学生带着表达需要去注意英语,是从汉语信息到英语形式的"内容相同形式各异"的模因传播。准实验研究表明:提供汉语信息的课文复述的语言学习效果显著优于没有复述或只提供关键词的复述的语言学习效果;完全参与这一复述活动的学生的语言学习效果显著优于部分参与的学生的语言学习效果。College English reading shoulders the task of promoting language learning so as to lay a sound foundation for the development of comprehensive ability.Language learning is a meme transmitting process,so it must abide by the meme law.Text retelling providing information in Chinese requires learners to ＂express＂ the information in English and forces them to notice the English form,thus constituting a meme transmitting process of ＂the same core content inherited in various language forms＂ from information in Chinese into English.The result of a quasi-experimental study shows：the language learning effects of text retelling by providing information in Chinese are significantly better than those without retelling or of the retelling which only provide some key words;total participation leads to significantly better learning effects than partly participation does.

关 键 词：模因理论 大学英语阅读 复述 有意义学习 建构主义 

分 类 号：G642.4[文化科学—高等教育学]