A Study Of Memetics-based Senior High School English Writing Teaching

English writing is one of the most important English learning skills and also one of the significant components of National College Entrance Examination,which requires the students to command basic language knowledge,choose the proper words and express ideas logically.However,the traditional product English writing teaching approach can not meet the English writing requirements for senior high school students very well.Hence,there is an urgent need to explore a set of more comprehensive and effective English writing teaching approach to guide senior high school English writing teaching.The essay explores senior high school English writing teaching from the perspective of the Memetics theory.The research is aimed to detect what effects the Memetics-based English writing teaching approach has on students’ writing proficiency.The three research questions are as follows:(1)What effects does Memetics-based English writing teaching have on senior high school students’writing in terms of lexical variety?(2)What effects does Memetics-based English writing teaching have on senior high school students’ writing in terms of syntax complexity?(3)What effects does Memetics-based English writing teaching have on senior high school students’ writing in terms of discourse coherence?To answer the questions,an empirical study,which lasted three months,was conducted in two parallel Senior One classes in Nanjing XX High School,Jiangsu Province.A pre-test was carried out before the experiment to ensure that the writing levels of the two classes were almost equal.Then the Memetics-based English writing teaching approach was applied in the Experimental Class,while the Controlled Class adopted the traditional product English writing teaching approach.After the experiment,all the students participated in the post test.The data collected were processed through SPSS 18.0.The research demonstrated the following results:(1)Memetics-based English writing teaching can improve senior high school students’ writing in terms of lexical variety;(2)Memetics-based English writing teaching can enhance senior high school students’ writing in terms of syntax complexity;(3)Memetics-based English writing teaching can promote senior high school students’ writing in terms of discourse coherence.The research provides the following pedagogical implications:(1)teachers need to provides students with concrete and detailed writing feedback,such as the writing content,vocabularies and phrases,discourse coherence and the writing mechanics,instead of giving general scores.(2)the Memetics-based English writing teaching emphasizes the abundant comprehensive writing input to ensure students’ properly applying the learned language into practical writing.Therefore,it is necessary for teachers to attach great importance to writing input in the daily English writing lessons.