An Experimental Study Of The English Writing Teaching For The Senior High School Students From The Perspective Of Memetics

Among the four skills that the senior high school students need to master in learning English,writing is regarded as a complicated skill which demands a certain amount of vocabularies,sentence patterns and the overall arrangement of paragraphs.English writing can comprehensively reflect students' language competence and language application capabilities.Therefore,cultivating students' writing skill is one important part of language teaching of the new textbooks.While,traditional English writing teaching mainly puts emphasis on the products of writing.Students lack of accumulation of language,which leads to disordered expression.The reason why lots of students feel hard to express themselves literally is that they do not have enough language accumulation in their minds.In order to improve the present situation of traditional English writing teaching,this research combines memetics with English writing teaching of senior high school and tries to design a complete model for English writing teaching.From memetic perspective,language itself pertains to memes and can be shown on the vocabularies,sentence patterns and discourse levels.In this thesis,the author combines memetics with the language input and output theories of second language acquisition and bases on two patterns of meme transmission: memetic genotype and memetic phenotype.The author tries to bring memetics into English writing teaching in senior high school of fine arts students.Combining four stages of language memes' transmission: assimilation,retention,expression and transmission with four steps of English writing teaching: input,memorization,output and interaction forms a new model of English writing teaching.This research is carried out in Shijiazhuang No.6 Middle School,from which 98 fine arts students are selected as experimental subjects.One of the classes is the experiment group.The other is the control group.Through the teaching experiment,the author attempts to answer three research questions:(1)How does the application of memetics to the teaching of English writing influence students' writing on word level?(2)How does the application of memetics to the teaching of English writing influence students' writing on sentence level?(3)How does the application of memetics to the teaching of English writing influence students' writing on paragraph structure level?In the course of the study,questionnaire,tests and interview are used to collect data for further study and analysis.By analyzing the result of experiment,it can be found that the English writing teaching model based on memetics which combines memetics with the language input and output theories of second language acquisition and bases on two patterns of meme transmission has positive effect on English writing teaching of senior high school and it can improve fine arts students' comprehensive English writing ability,which covering three aspects: words,sentences and paragraph structures.Finally,based on the findings of research,the author provides some suggestions for the current English teaching.Then research limitations and suggestions for further studies are presented.