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本研究以语言模因理论为基础,采取完全随机实验设计,调查语言模因方法在外语写作过程中的使用情况。结果表明:学习者使用语言模因方法的总体水平不高,其中,使用直接套用最频繁,同义异构次之,同形联想和异义同构方法最少。另外,不同语言基础的学生,语言模因方法使用频率存在显著差异。同时,语言模因方法在提高英语写作成绩方面效果较传统方法更突出。然而,虽然学生对语言模因方法的满意度较高,但依然存在诸如“模仿程度很难控制”等诸多问题,解决的对策在于增强模因模仿和记忆、强化联想和变通、以及提高模因方法应用灵活度。
Based on the theory of language memes, this study adopts a completely randomized experimental design to investigate the use of language memes in foreign language writing. The results show that the overall level of learners’ use of language memes is not high, among which the direct use is the most frequent, the second isomerization, the isomorphism isomorphism is the least. In addition, there are significant differences in the frequency of use of language memes among students who are based on different languages. At the same time, the method of language memes is more effective than traditional methods in improving English writing. However, although students are more satisfied with the language memetic method, there are still many problems such as “the degree of imitation is difficult to control” and so on. The solution to this problem lies in enhancing imitation and memory of memes, strengthening associations and modifications, and improving Memetic methods apply flexibility.