摘要
报道一项旨在验证语言模因论对英语动词习得是否有促进作用的教学实验。受试者为64名英语专业2010级本科学。实验组在课内接受教师的讲解后,朗读和背诵102个动词类型的句子,同时做模仿造句练习,背诵检查合格后,参加第二次动词类型测试。两周之后参加第三次动词类型测试。与实验组唯一不同之处是,对照组只接受教师的讲解,未被刻意要求这样做。结果发现:在同等条件下受试者通过朗读、背诵和模仿等方法学习英语动词类型以及与之相对应的句子,与没有用过这些方法的受试者相比,效果完全不同,前者在动词类型运用方面的错误次数明显减少,语言知识被记住的可能性更大,且在大脑中保持的时间较长。这证实了语言模因论确能有效地促进英语动词的习得。
This paper reports an investigation into the effect of the Memetics on English verbs acquisition.Subjects were 64 English majors in grade 2010,who were required to learn,read and recite 102 English sentences with verbs and meanwhile make sentences by imitating them inside class.They were then asked to take the second verb-pattern-based test inside class after they qualified in reciting test.After two weeks,they took the third one.The main and only difference between them was that the experimental group was instructed to learn,read,recite and imitate these sentences in class while the control group was not so required.The results showed that the former made less mistakes than the latter when using the verbs.Moreover,the verb patterns and the related sentences in the experimental group were retained longer in their memory than those in the control group,which suggest that requirements for the imitation and recitation of the verb patterns and their related sentences in vocabulary learning tasks could facilitate English vocabulary acquisition.
出处
《重庆工商大学学报（社会科学版）》
2011年第3期91-95,共5页
Journal of Chongqing Technology and Business University：Social Science Edition
基金
新世纪广西高等教育教改工程项目(2011JGA130)"大学生外语学习中运用元认知策略提高学业成就研究"
关键词
模因论
英语动词
习得
背诵
模仿
动词
Memetics
English verbs
acquisition
recitation
imitation
verb
