CAJ | 학술논문

语言模因论指导下的背诵，其出发点是为了积累大量的、具有复制和传播价值的语言模因，其最终目标是能够灵活使用语言模因。一个完整的背诵过程包括同化、记忆和表达输出三个阶段。学习者在这三个阶段都应区别对待基因型语言模因和表现型语言模因。为了避免认知和行动的脱节，文章针对背诵过程中的学生主动性、师生协作性和可操作性提出建议。
어언모인론지도하적배송，기출발점시위료적루대량적、구유복제화전파개치적어언모인，기최종목표시능구령활사용어언모인。일개완정적배송과정포괄동화、기억화표체수출삼개계단。학습자재저삼개계단도응구별대대기인형어언모인화표현형어언모인。위료피면인지화행동적탈절，문장침대배송과정중적학생주동성、사생협작성화가조작성제출건의。
The practice of recitation in foreign language learning ,guided by the theory of linguistic memetics ,sets the accumulation of strong linguistic memes as its starting point ,and the flexible application of them the ultimate objective .A complete recitation pro-cedure consists of 3 stages:assimilation ,retention and expression ,in all 3 of which ,learners are supposed to distinguish memetic genotype from memetic phenotype .To prevent the inconsistency between knowledge and practice ,the paper puts forward suggestions on learners’ active involvement ,the cooperation of teachers and learners ,and the operability of recitation .