An Empirical Study On The Application Of Guided-Speaking Mode In Middle School Oral English Acquisition From The Perspective Of Memetics

With the gradually deepening globalization and internationalization process,our country is getting much more involved in international trades and other multinational activities.Especially the proposal and implementation of the Belt and Road Initiative strategy in recent years greatly stimulate the increase of foreign communications.At the same time,English assessment reform is proceeding in our country.English test will be removed from Junes? NCEE and more test-taking chances provided to students from 2017;a new exam and admission system with emphasis on language ability,expression and communication will be established by 2020.Students need to acquire English from test-oriented to ability-oriented learning.This study aims at applying guided-speaking mode to promote oral English learning in middle schools.Directed with the biological theory of memetics and based on the theories of Constructivism,Krashen?s Comprehension Hypothesis,“learner-centered” learning psychology,and Second Language Acquisition,it starts from the feasibility of guided-speaking mode in oral English learning to form a strategy for English Communicative Competence learning in such an information-media-rife surrounding and to set a student-centered teaching mode by imitation,which plays a positive role in promoting the reform in oral English Teaching.The thesis begins with the background,goal and significance of the study as well as the outline,combing both domestic and foreign studies on memetics and imitation input theories or practices for the main current English oral acquisition trends.The study uses empirical research method,designing guided-speaking mode on the basis of language memes? life circle and teachers? interview,taking some students from the east campus of No.1 Middle School in Ganzhou,comparing the differences – on learners? orientations of oral English learning motivations,their oral English proficiency levels,and their evaluations of the current learning method – before and after the guided-speaking experiment with the data or results of two questionnaires,two oral English proficiency tests,and two learners? interviews.The conclusions can be listed as follows:Firstly,oral English learning can be more effective if the longevity,fecundity,and copying-fidelity of language memes are taken into consideration.Oral English proficiency improves a lot in the four aspects in the present research.The fact that learners motivations shift from extrinsic side to intrinsic side is another strong proof to the effectiveness.Secondly,comprehensible input is of vital importance to English learning.They can make English learning more attractive and subjects? intrinsic motivation stimulated.Teachers should keep the “i+1” concept in mind and guide learners to understand or absorb them through interesting tasks in actual contexts.Thirdly,different kinds of original sample materials are beneficial to inspire the learners? interest in oral English learning.Teachers need to be cautious when seeking the meme materials or related sample materials and exert learners? subjective initiative to the material and topic choices.Lastly,compared to traditional recitation,the recitation tasks and recitation-related activities in the mode are more interesting,more involving,more practicable,and including a larger quantity of comprehensible language input.Therefore,the study,offering an operational self-acquiring strategy to learners,is a new and different approach to language acquisition from the perspective of memetics,further clarifying the theoretical and practical researches on memetics and language input mode both at home and abroad.