Application Of Lexical Chunks To Senior High School English Writing Teaching From The Perspective Of Memetics

English writing,as one of the five basic language skills in language learning,reflects students' acquisition of vocabulary and grammar and reveals their comprehensive language ability.Therefore,writing teaching should be highly regarded.However,as far as the present situation is concerned,the level of English writing cannot meet the requirements of the New Curriculum Standards.The major problems include out-of-date teaching methods,monotonous ways of feedback,students' shortage of vocabulary leading to the lack of fluency and authenticity in writing.In order to solve these problems,the author will take Memetics as the theoretical foundation,employ the lexical chunks in the writing teaching of English class so as to cultivate students' awareness of using chunks and to improve students' writing ability.Theory of Memetics holds that the process of language communication is the process of replicating language memes,such as vocabulary,grammar,sentence structure and text.The teaching of lexical chunks breaks through the limits of the traditional word teaching.Therefore,this study tries to improve English teaching with the aid of lexical chunks from the perspective of Memetics,hoping to probe a new way in English writing teaching.The research is conducted according to the four stages of memes in the memetic life cycle.The research spans three months and the research participants are 60 students from two parallel classes in a high school in Jinan,Shandong Province.Experiments and questionnaires are used in this research in an attempt to answer the following two questions: 1.Can the application of lexical chunks to senior high school English writing teaching from the perspective of Memetics improve students' awareness of the use of chunks and enhance their writing interest? 2.Can the application of lexical chunks to senior high school English writing teaching from the perspective of Memetics improve students' writing proficiency and writing performance?This study makes an analysis of the data collected through tests andquestionnaires.Firstly,the author uses quantitative approach to measure the scores of pre-test and post-test in experimental class and control class,compares the total number of lexical chunks,the frequency of using lexical chunks,types of lexical chunks,and the rate of correct use of lexical chunks.Besides,qualitative analysis is conducted in the experimental class and the control class,which mainly studies the differences in the expression of the same chunks of the two classes,such as the chunks of the expression and the transitional links.In addition,two questionnaires are analyzed and discussed.It is important to explore the impacts on students' English writing with the application of lexical chunks to English writing teaching from the perspective of Memetics.The results of the questionnaires and the number of lexical chunks and the correct rate of using lexical chunks show that the students' grades in the experimental class are higher than students' grades in the control class from the perspective of awareness of the use of chunks and their writing interest.So the first question is answered,that is,the application of lexical chunks to senior high school English writing teaching from the perspective of Memetics can improve students' awareness of the use of chunks and enhance their writing interest.At the same time,the students in the experimental class is significantly higher in grades than those in the control class in the aspects of the scores,the use of types,quantity,and the correctness of the lexical chunks,so the second question can be answered: The use of lexical chunks from the perspective of Memetics can improve students' writing proficiency and writing performance.In addition,there are some suggestions for English writing teaching in senior high school.That is,teachers should cultivate students' awareness of lexical chunks as early as possible.It is suggested to carry out the teaching of lexical chunks at tenth grade.At the same time,teachers should pay more attention to the introduction of learning strategies and the students' ability of autonomous learning.