An Empirical Study On The Teaching Mode Of High School English Writing Based On The Memetic Theory

As one of the four basic skills of listening,speaking,reading and writing,English writing plays a very important role in English language learning.Memetics is a theory based on Darwinian theory to explain the law of cultural evolution.The reproduction and dissemination of language memes provide a new way to promote the communication and development of human language and culture,and the process of language learning is also the process of language meme replication and transmission.Based on the memetics and the life cycle of meme,this study designs a new teaching model of English writing in senior high school.According to the four stages of "assimilation-memory-expression-transmission" of language meme,this paper designs a teaching model of "reading,analysis,imitation and creation" for senior high school English writing,and carries out an empirical study based on the teaching practice.This paper attempts to explore the effective methods of English writing teaching in senior high school and tries to solve the following problems:(1)Do the students who received the instruction of English writing of memetics get improvement in writing comparing with those in a traditional teaching method?(2)In what aspects have they improved?(3)Is this teaching mode helpful to improve students' self-confidence in writing and reducing anxiety?In this study,the quantitative and qualitative research methods are used to obtain the experimental data by questionnaire,interview,writing test and text analysis.The data are analyzed scientifically by SPSS21.0 software.The author makes a quantitative study on the prep-test and post-test results of the experimental class and the contrast class by using SPSS21.0 software.Through the independent sample T test,the experimental data show that the overall English composition scores of students in the experimental class are significantly higher than those of the prep-test scores and the post-test scores of the control class,which proves to some extent that the implementation of the teaching model of English writing based on meme theory can improve the students' English writing proficiency.In this paper,by means of the text analysis and the content of the interview,the author makes a qualitative analysis of the composition samples of the two classes,and finds that the improvement of the English writing level of the students in the experimental class is mainly reflected in the aspects of the structure,logic,vocabulary,sentence pattern,tense and the readability of the article.Then,the author studied the data of those questionnaires from three aspects,such as vocabulary,sentence structure and chapter,through the questionnaire survey,and made a scientific analysis of the obtained questionnaire data through the SPSS21.0 software.At the end of the experiment,the students in the experimental class mainly showed an increase in vocabulary.In addition to paying attention to the appropriateness and accuracy of the use of vocabulary,the students in the experimental class paid attention to the appropriateness and accuracy of vocabulary use in English writing.They will also consciously avoid repetition in the use of words,and the frequency of high-level words have be increased;The change of sentence patterns in writing mainly shows that the use of sentence patterns is more appropriate and in line with the context,and they tend to use different sentence patterns,especially complex sentences;The main changes in text are better coherence,better logic and clearer thinking in writing.In addition,the author uses the same method to study the students' writing.Through the comparison and analysis of the questionnaire data,it is found that the students in the experimental class have higher writing confidence,lower anxiety and better writing attitude after accepting the teaching mode of meme English writing.