模因论教学法对大学英语低级别学生产出性词汇学习的影响  

The Impact of Memetics-based Teaching Method on Productive Vocabulary Learning Outcomes of Lower-Level College English Students

作　　者：陈宜[1] 黄洪志[1] CHEN Yi;HUANG Hongzhi(School of Arts and Sciences,Fujian Medical University,Fuzhou,Fujian 350122,China)

机构地区：[1]福建医科大学文理艺术学院,福建福州350122

出　　处：《肇庆学院学报》2025年第1期66-72,共7页Journal of Zhaoqing University

基　　金：福建医科大学文理艺术学院2022年度教学改革研究项目(WL220201)。

摘　　要：本研究探讨了基于模因论的英语教学方法对大学英语低级别学生产出性词汇学习效果的影响。研究选取两个英语低级别班级作为实验对象,随机分为实验组(n=51)和对照组(n=51)。实验组接受基于模因论的词汇教学,而对照组则采用传统教学方法。研究通过前测和两次后测收集数据,使用独立样本t检验分析每次测试中两组学生在产出性词汇掌握程度上的差异。结果显示,实验组在两次后测中的词汇学习成绩均显著优于对照组,表明基于模因论的教学方法能有效提高大学英语低级别学生的产出性词汇能力。本研究为英语词汇教学,特别是针对低级别学习者的教学策略提供了新的思路和实证依据,对提升学生的英语表达能力具有一定意义。This study explores the effect of a memetics-based teaching method on the productive vocabulary learning outcomes of lower-level college English students.The research selected two lower-level English classes as subjects,randomly divided into an experimental group(n=51)and a control group(n=51).The experimental group received vocabulary instruction based on memetics,while the control group was taught using traditional methods.The data were collected through a pre-test and two post-tests.The between-group differences in productive vocabulary mastery in each test were analyzed by independent samples t-tests.Results showed that the experimental group significantly outperformed the control group in both post-tests,indicating that the memetics-based teaching method can effectively improve the productive vocabulary learning of lower-level college English students.This study provides new insights and empirical evidence for English vocabulary teaching strategies,particularly for lower-proficiency learners,and holds certain significance for enhancing students'English proficiency.

关 键 词：模因论 大学英语 低级别学生 产出性词汇 

分 类 号：H313[语言文字—英语]