A Research On English Writing Teaching In Senior High School From The Perspective Of Memetics

English writing, as one of the four basic language skills, embodies one’s comprehensive language competence and is attached great importance during the process of second language acquisition. According to the demands of New Curriculum Standards for senior high school, English writing teaching has become one of the most important aspects of English teaching. However, due to the inappropriate teaching methods, the current situation of English writing teaching makes people worrying. Because of the lack of vocabulary, grammar and text awareness, students’ compositions are poorly stated and full of various mistakes. As a result, students lose interests in English writing and improve their English writing competence slowly.In order to explore an effective English writing teaching method, the author applies memetics into English writing teaching to improve students’ English writing competence. According to memetics, language is transmitted through duplication and imitation. Therefore, the author designs a recitation-imitation English writing teaching model and implements an experiment on the basis of the input and output hypothesis and behaviorism.The research lasts for two months. Two parallel classes in the second grade, including 101 students, from the Senior High School of Su Ning, Cang Zhou City are invited to participate in the experiment. In the experiment, the author adopts the recitation-imitation English writing teaching model based on memetics in the experimental class, but adopts product approach in the control class. Through questionnaires, tests and interview, the author collects the research data which are calculated by SPSS16.0. In this research, the author tries to answer three research questions as follows:1. Can English writing teaching based on memetics change students’ attitude towards English writing and arouse their interests for writing?2. Can English writing teaching based on memetics improve students’ writing score?3. Can English writing teaching based on memetics promote the lexical variation and syntactic complexity?Through analyzing the research results, the author concludes that English writing teaching from the perspective of memetics is effective in changing students’ writing attitudes, improving students’ writing score and promoting students’ lexical variation and syntactic complexity.This thesis includes six chapters. Chapter I is the introduction, in which research background, research purpose and research significance are introduced at length. Chapter II is the literature review, memetics theory and relevant researches on memetics and English writing are introduced. Chapter III is the theoretical basis, which demonstrates the feasibility and rationality of the recitation-imitation Model based on memetics theory. Chapter IV is the methodology, which explains the experiment at length. Chapter V is data analysis and discussion, in which the author analyzes and discusses the data with SPSS 16.0. The last chapter is the conclusion, major findings of the research, implications for English writing teaching, the limitations and suggestions for further study are included.