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本文是一篇初中英语教学论文，本研究发现基于模因论词汇教学能够有效促进初中生词汇广度知识的学习，学生能发现词汇内部以及词汇之间的意义关系并学习构建自己的词汇知识库。

Chapter One Introduction

1.1 Research Background

As the basic unit of language,the importance of vocabulary in language learningis self-evident.As Wilkins presents,“Without grammar,one cannot express much;and without vocabulary one cannot express anything”(Wilkins,1972:48).The levelof vocabulary knowledge plays a key role in improving learners'listening,speaking,reading,writing and translation.Vocabulary becomes more and more important thatthe National English Curriculum Standards for Compulsory Education(2022 edition)clearly states that junior high school students must master 1500-1600 words and200-300 fixed collocations,and be able to use words in specific contexts on the basisof comprehension,as well as improve their own language ability of understanding andexpressing.Therefore,vocabulary learning is a key and difficult point for students,especially at the stage of junior high school.

However,the current situation of vocabulary teaching and learning in junior highschools is worrying.On the one hand,teachers tend to impart vocabulary individuallyand unsystematically,lacking the guidance on illustrating the relationship within andbetween words and paying less attention to vocabulary strategies teaching.On theother hand,students who are often in a passive state show less interest in vocabularylearning and they can not use some vocabulary learning strategies to remember andobtain words effectively.It is reported that vocabulary learning is one of the weakestaspects of English learning for junior high school students in China,mainlymanifested in students'low interest and efficiency in vocabulary learning,insufficientvocabulary and vocabulary application ability.Therefore,it has become an urgent taskto explore more effective and feasible vocabulary teaching methods to improvestudents'interest and confidence as well as performance in vocabulary learning.

1.2 Research Purpose

In view of the current dilemmas and needs of English vocabulary teaching,thisstudy attempts to explore a new path to solve the problem from the perspective ofmemetics.This thesis constructs a model for memetics-based English vocabularyteaching in light of the characteristics,life cycle and transmission modes of meme aswell as the laws of input,internalization,reinforcement and output of second languageacquisition.Under the guidance of meme theory,a more scientific,reasonable andsystematic teaching model will be introduced to vocabulary teaching,which is brieflyshown as follows.First,new words are presented in variety of lively and novel waysto arouse students’attention and interest.Then,strategies like association,repetition,comparison,spider diagram,etc,are employed to memorize words logically andimpressively.Next,numbers of opportunities are given to practice and express.Last,encourage students to use what they have learned to gain more knowledge as well asspread these knowledge to more learners by means of sharing and other media.Thiswhole teaching process clearly reflects the life mechanism of vocabulary memes:vocabulary knowledge is first imitated by students from the teacher,then duplicatedby imitating the learning methods or strategies to learn more words,finallytransmitted through expression and communication.When a meme completes therep本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。