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es. Memetics center,memetics webpage and periodical of memetics have been established orpublished, which can offer information to people who want to leam aboutthe scientific study of memes and the field of memetics. In 1976, the publication of The Selfish Gene written by RichardDawkins, a famous zoologist in Oxford University, marked the birth ofthe memetic theory. As a new theory for explaining culture, memetics hasbeen studied for nearly forty years in western countries. But at the start,Dawkins' meme concept was viewed as intriguing, not really popular,even among evolutionary biologists. But that has changed. Over the pastten years, the meme idea has proven to be a successful meme itself, andthe new field of memetics has arisen, with its own on-line journal andpopular books. To followers of this new sub-discipline, studying memesis the key to understanding the evolution of culture. More and morescholars such as Susan Blackmore, Richard Brodies, Francis Heylighen,Aaron Lynch, and DanielDennett, etc. began to study the theory in oneway or another.
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1.2 Research on Pronunciation Teaching
The teaching of pronunciation and intonation has experienced somemethodological "swings of the pendulum (Prator 1985)" over the yearsthat have characterized the evolution of EFL teaching. With the widerange of curriculum options now available, and lack of clear consensusregarding any one best way to teach pronunciation (Macdonald, Yule, andPowers 1994)，informed decisions in the part of the teacher are ofparamount importance.Generally speaking, approaches guiding the teaching ofpronunciation and intonation fall into two categories: theintuitive-imitative approach and the analytic-linguistic approach. Prior tothe late nineteenth century, language teaching methodology is mainly thefirst type: intuitive-imitative approach, getting learners to use a language,i.e., to speak and understand it, and only occasionally “ supplemented bythe teacher's or textbook writer's impressionistic (and often phoneticallyinaccurate) observations about sounds based on orthography (Kelly,1969)，，. intuitive-imitative approach, classroom activities mainlyfocus on first listening to audio materials and then imitating the soundsand rhythm of the target language without the teacher's explicitinstruction; at the same time, the availability of good models to listen toshould be guaranteed, a possibility that has been enhanced by theavailability first of phonograph records, then of tape recorders, andlanguage labs in the mid-twentieth century, and more recently ofaudio-and video-cassettes , compact discs, and multi-media materials.
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Chapter Three Application of Memetics to Pronunciation Teaching.......... 47
3.1 Three Types of Memeplexes in English Phonetics........ 48
3.1.1 Phoneme Memeplex ........49
3.1.2 Rhythm Memeplex ........50
3.1.3 Intonation Memeplex........ 51
3.2 Implication of Meme Theory to Imitation, Repetition........ 55
3.3 Summary 61Chapter Four Methodology........63
4.1 Research Questions........ 63
4.2 Subjects ........63
4.3 Instruments........ 65
4.4 Data Collection........ 65
4.5 Summary ........73
Chapter Five Analysis and Discussion........ 75
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