An Empirical Study Of Memetics In English Vocabulary Teaching In Senior High School

The importance of vocabulary in language learning is self-evident.It is an essential part of our language learning.Lacking vocabulary knowledge,the process of language learning will be water without a source and a forest without trees.But the reality is that people often pay more attention to grammar learning and lay emphasis on the importance of grammar knowledge in English learning,while ignoring a situation that the lack of vocabulary ability is the biggest problem that puzzles learners.In recent years,with the frequent communication between Chinese and western cultures and in-depth study of foreign language teaching,memetics has gradually emerged in English teaching.Memetics is a social and cultural phenomenon,which has a close relationship with language and is able to survive by being imitated and copied.However,although researchers have been aware of the important role of meme theory in English teaching,the focus of research is more focused on English writing,rarely applied in vocabulary teaching.This study transfers the perspective of research from English writing to vocabulary teaching,applying meme theory to vocabulary learning,in order to explore learners' cognitive role in the process of vocabulary learning,and cultivate learners' awareness of vocabulary learning strategies and improve the efficiency of students' vocabulary learning.In this study,two classes of Heilongjiang experimental high school were selected as experimental subjects,one as experimental class and one as control class and the duration of experiment is about one semester.The research focuses on two questions: the first is if the meme theory can help high school students learn vocabulary learning strategies and the second is if the English vocabulary level of high school students can be improved by memetics? Through SPSS 19 software,this paper finds that after the application of memetics in vocabulary teaching,the level of English vocabulary of the experimental class is much higher than that of the control class,which proves that memetics can improve students' English vocabulary ability.This article is divided into six chapters.The first chapter includes the research background of meme theory,the purpose and significance of the research.The second chapter summarizes the related research on meme and vocabulary teaching at home and abroad in recent years.The third chapter is a theoretical overview of memetics.It describes in detail the meaning and characteristics of memetics and other theories that can be applied to English Vocabulary Teaching in senior middle school.The fourth chapter and the fifth chapter are the experimental contents,which mainly clarify the experimental process and the experimental results.The sixth chapter is the conclusion part of this study,explaining the inspiration and deficiency.