试论理论模因论运用于初三英语写作教学实证

论文导读：
摘要：在英语学习中,学生需要掌握的四项基本技能是听、说、读、写。其中,写作一向被认为是最难掌握的技能。由此,如何提升学生的英语写作水平就成为众多专家学者探讨的热点。近年来的中考作文也很注重考查学生的语言综合运用能力。但在目前,初中阶段英语教学的书面表达训练相对落后,并且到目前为止很少人用模因论和二语习得论述中的输入输出论述相结合来探讨初中英语写作教学。所以,本探讨尝试将模因论和二语习得论述中的输入输出论述相结合,并将这些论述运用于初三的英语写作教学中。本论文采取教学实验和问卷调查相结合,主要讨论了以下二个不足：（1）基于模因论的英语写作教学方式能否帮助学生提升英语写作水平；（2）基于模因论的英语写作教学方式能否帮助学生降低英语写作焦虑现象和提升其对英语写作的兴趣。为论证这些不足,本探讨建立了以模因论述及输入和输出为指导的写作教学框架，将模因传播历程的同化、记忆、表达、输出和二语习得论述中的输入、记忆、互动、输出四个教学历程相结合。笔者采取了教学实验和问卷调查等手段进行实证探讨。本探讨在两个平行班进行了一项为期10周的实验。来自广州箩岗区东区中学初两个班的69名毕业生参加了本项实验。实验中对实验班（33人）和制约班（36人）进行英语写作前测,证明两个班学生的写作水平无显著差别。然后,在实验班的英语写作教学中运用以模因论为指导的教学方式进行教学。实验后,同时对两个班进行英语写作后测,通过后测比较以模因论为指导英语写作教学方式的有效性。同时,对实验班进行前测和后测的写作焦虑问卷调查。本探讨得出了以下结论：1）通过对两个班写作的前、后测成绩进行独立样本T检验的结果表明,基于模因论的英语写作教学方式能够帮助学生提升英语写作水平。2）通过对实验班两次问卷调查进行匹配样本T检验的结果表明,基于模因论的英语写作教学方式能够帮助学生降低英语写作焦虑现象,提升对英语写作的兴趣。本论文得出的结论是,基于模因论的英语写作教学方式有助于提升学生的英语写作成绩、降低其写作焦虑和提升写作兴趣，将模因论运用于初三英语写作教学是必要而且可行的。关键词：模因论论文输入论述论文输出论述论文英语写作论文
本论文由www.7ctime.com,需要论文可以联系人员哦。Abstract5-7
摘要7-8
CONTENTS8-11
Chapter One Introduction11-16

1.1 Research Background11-12

1.2 Motivation and significance of the study12-14

1.2.1 Motivation12-14

1.2.2 Significance14

1.3 Introduction to the thesis14-16

Chapter Two Literature Review16-29
2.1 A Review of Memetics Research at Home and Abroad16-20
2.

1.1 Memetics Research Abroad16-18

2.

1.2 Memetics Research at home18-20

2.2 Introduction to the Second Language Acquisition Theories20-23

2.1 The Input Hypothesis20-21

2.2 The Output Hypothesis21

2.3 The Interaction Hypothesis21-22

2.2.4 Anxiety and the writing of the second language22-23
2.3 Related Studies on the Apppcation to the Memetics Theory to Engpsh Writing23-27

2.4 Summary27-29

Chapter Three Theoretical Foundation29-40
3.1 The Origin and the Definitions of the Concept “Meme”29-30论文导读：ndProcessing36-373.5.5MemeticTranissionandOutput37-383.6Summary38-40ChapterFourTheApppcationoftheMemeticsTheorytoEngpshWritingTeachinginJuniorMiddleSchools40-514.1ResearchQuestionsandHypothesis40-414.2Subjects41-424.3Instruments42-444.3.1Questionnaires424.3.2Writingte

3.2 Two Means of Language Meme Reppcation and Tranission30-31
3.3 The Three Characteristics of a Succesul Meme31-32

3.4 The Life Cycle of Meme32-33

3.5 Meme and Language33-38

3.5.1 Relationship Between Meme and language33-34

3.5.2 Memetic Assimilation and Input34-35

3.5.3 Memetic Retention and Memorization35-36
3.5.4 Memetic Expression and Processing36-37

3.5.5 Memetic Tranission and Output37-38

3.6 Summary38-40

Chapter Four The Apppcation of the Memetics Theory to Engpsh Writing Teaching in Junior Middle Schools40-51
4.1 Research Questions and Hypothesis40-41

4.2 Subjects41-42

4.3 Instruments42-44

4.

3.1 Questionnaires42

4.

3.2 Writing tests42-43

4.

3.3 Evaluating Criteria43-44

4.4 Procedures44-48

4.5 Data Collection and Analysis48-49

4.6 Discussion49-51

Chapter Five Results and Discussion51-56

5.1 Results for Hypothesis Testing51-52

5.

1.1 Results for Hypothesis 151-52

5.

1.2 Results for Hypothesis 252

5.2 Discussion52-55
5.2.1 The Reasons Why the Engpsh Writing Teaching Model Based on the Memetics Theory Could Improve Students Engpsh Writing Proficiency52-54
5.2.2 The Reasons Why the Engpsh Writing Teaching Model Based on the Memetics Theory Could Reduce the Students’ Writing Anxiety and Arouse Their Interest in Writing54-55

5.3 Summary55-56

Chapter Six Conclusion56-61

6.1 The Results of the experiments56-57

6.1.1 The Influence of the Writing Teaching Model Based on the Memetics Theory on Students’ Writing Proficiency56-57
6.1.2 The Influence of the Writing Teaching Model Based on the Memetics Theory on Students’ Writing Anxiety57
6.2 Suggestions for Engpsh writing teaching and learning57-58
6.3 The Advantages and Limitations of This Study58-61
6.

3.1 The Advantages of This Study58-59

6.

3.2 The Limitations of This Study59-61

References61-64
攻读学位期间所发表的学术论文目录64-65
Acknowledgements65-66
Appendix 1 Writing To论文导读：picsUsedinthePre-testandPost-test66-67Appendix2问卷调查67-68Appendix3WritingApprehensionTest(WAT)68-69Appendix4书面表达评分标准69-71Appendix5实验班资料71-86上一页123
pics Used in the Pre-test and Post-test66-67
Appendix 2 问卷调查67-68
Appendix 3 Writing Apprehension Test (WAT)68-69
Appendix 4 书面表达评分标准69-71
Appendix 5 实验班资料71-86