今日英語教學理念深受建構主義觀點的影響，而二十世紀末開始興盛的網際網路（特別是全球資訊網），則正好為建構式英語教學提供展演的舞台。但網際網路的影響並非僅止於教學技術的創新，對於網際網路使用者的知識觀同樣造成不可小覷的衝擊。因此，英語教學運用網際網路科技可能產生的利弊得失，就成為一項值得研究的議題。然而衡諸現有相關文獻，關於網際網路特有知識觀與傳輸模式對於英語教學理念之影響與衝擊的研究卻相對欠缺。本研究即以文化基因論的概念作為分析架構，闡述網際網路運作所產生的特有知識傳輸型態，藉此突顯網際網路時代英語教學理念所面臨的潛在衝擊，最終提出符合網際網路知識傳輸觀的瀰式英語教學理念，以做為日後教學設計之參考。相關研究發現包括：文化基因論之瀰傳輸概念適用於解釋網際網路病毒式訊息散播之實境；網際網路特有之知識傳輸型態為建構式英語教學理念帶來衝擊；瀰式知識傳輸架構有助於形塑符合網際網路精神的英語教學理念；人類主體在網路時代中已漸次轉變為知識傳輸歷程的社會動因等。

Generally speaking, constructivism has great influence upon the forming of the contemporary English teaching approach. The Internet (especially the WWW), which flourished at the end of the twentieth century, adequately provides a performing stage for the constructivist English teaching practice. According to our study, although the Internet promotes the innovation of English teaching techniques, it does challenge the original epistemological belief of the Internet users. As a result, to present the advantages and disadvantages brought by the Internet to English teaching field turns out to be a precious research issue. However, literatures show little deep studies on this issue. In our study, we adopt the theoretical assumption of memetics to analyze the special model of knowledge transmission on the Internet. After highlighting the essential impact of the Internet on the constructivist English teaching approach, we propose the memetic English teaching approach, which captures the spirit of the Internet. Our major research findings are as follows. First, the concept and model of the memetic knowledge transmission can sufficiently explain the condition of the thought contagion on the Internet. Second, the memetic knowledge transmission model on the Internet makes a great impact on the constructivist English teaching approach. Third, memetic knowledge transmission model benefits in forming a new English teaching approach in the era of the Internet. And, the constructivist human subjects perform the role of social agents during the knowledge transmission process in the Internet era.

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