An Empirical Study Of The Memetics Theory In English Writing Teaching Of Senior High School

English writing teaching plays a significant part in senior high school English teaching.As one of the major four English skills,writing not only reflects students' comprehensive language ability,but also helps in developing students' thinking ability and cultivating their creativity ability.The English Curriculum Standard of Senior High School(2017)not only proposes specific objectives for students English writing but also puts forward high requirements to teachers' writing teaching.However,students in senior high school have found writing the weakest skill as a result of lack of vocabulary,improper grammar,chaotic syntactic structure and textual structure.In the present,teachers usually adopt routine writing teaching approaches,such as,process teaching approach,product teaching approach,and genre teaching approach.Memetics theory provides a new perspective for English writing teaching.The most central part of memetic theory is “memes”.Meme is a basic unit of culture and it is a factor of cultural replication and transmission.Therefore,the thesis combines memetics theory with senior high school English writing teaching,and establish an effective teaching model of meme writing.It provides students with reasonable writing modes from the assimilation,retention,expression and transmission of memes' four life cycle,so as to stimulate students' interest in writing and improve their English writing ability.In this thesis,the author mainly uses the quantitative study and qualitative study to discuss the following two questions:(1)What are the influences of English writing teaching model based on the memetics theory to students' writing attitude?(2)What changes does the English writing teaching model based on the memetics theory bring to senior high school students' English writing ability?In order to test the feasibility of the teaching model,the author carries out a teaching experiment in two parallel classes of Grade One from Xinyang Senior High School for three months.The author divides the subjects into the experiment class and the control class.In the experiment class,the writing teaching model is based on memetics theory,while the control class still adopts the traditional writing teaching model of the school.In this research,the author adopts the process of pre-test,experiment and post-test.Before the experiment,the author designs a questionnaire to investigate the students' basicwriting situation,in order to find the students' writing difficulties and anxiety thus to design the following writing teaching experiment.After three months of teaching experiment,the author collects the writing scores of the pre-test and the post-test of the two classes and analyzes the data with SPSS24.0.After the experiment,the author conducts an interview to the students in the experiment class to find out whether the students' attitude towards English writing change or not.After the experiment,the author finds that memetics theory has a positive effect on students' English writing in senior high school.Firstly,according to the experiment results of qualitative analysis,the writing teaching model based on memetics theory influences students' English writing attitude,such as: to enhance students' interest in writing;to reinforce students' confidence in writing;to help students more actively engage in classroom activities;to make them express their idea more actively;to change their negative attitude towards writing.Secondly,according to the results of quantitative analysis,the application of memetics to English writing teaching in senior high school improves students' writing ability in many aspects,including expanded the students' vocabulary,and enhanced their ability of choosing phrases and sentences.The students' writing content begin to be meaningful;their logic and expressive capacity are developed;their writing scores are enhanced.