模因论与EFL学习者词块习得

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。

Effect of Memetics on EFL Learner Lexical Chunk Acquisition

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 passag...