Memes Theory Under The Perspective Of Imitation High School English Writing Teaching And Research

The present study introduces language memetics into English writing, aiming toexplore an effective teaching method of senior English writing. Quantitative and thequalitative researches were employed. A questionnaire， two writing test and aninterview were used. The data from the questionnaire were analyzed.The data from the two classes were analyzed by SPSS16.0. Paired SamplesStatistics was conducted to get the mean score of each item to show the validity.Independent-samples T-test was used to analyze the differences between the two class’score. An interview was made among two students from the two classes and twocomposition samples from a student was analyzed in order to have a further analysisabout their attitude to English writing.Results of the study indicate the combination of imitation writing and memetics canstimulate high school students’ interest in and evoke their enthusiasm for Englishwriting, thus making their negative beliefs and attitudes towards it change dramatically.Also, it is found that not only High school students’ writing competence in content andlanguage accuracy be improved but also their comprehensive language proficiency canbe enhanced through the imitation writing approach.