The Application Of Memetics-based Teaching Mode Of Lexical Chunks To High School English Writing

English writing is an indispensable part of English learning.Senior high school English writing is not only the output of vocabulary,but also meets the logic requirements of complete structure and coherent content.However,the lack of English knowledge and the lack of interest and initiative in learning English writing have made students repellent to English writing.In addition,the traditional teaching method of English writing is too mechanically singular and inefficient,which cannot solve the current dilemma facing English writing.Therefore,how to effectively improve students’ English writing level has become an urgent problem to be solved in recent years.Memetics theory is a new pragmatic theory used by Darwin’s theory of evolution to explain the laws of cultural evolution.According to Memetics theory,the process of language communication is the process of replicating and disseminating language memes.Language memes are closely related to English writing.The effective replication and dissemination of language memes can improve students’ English writing skills.Lexical chunk teaching is proposed by Lewis,which emphasizes the output of chunks as a whole.Lexical chunk teaching can not only reduce the memory burden of students,but also improve the accuracy of writing language.Therefore,this study explores the effect of lexical chunk teaching on English writing of senior high school students from the perspective of Memetics.This research lasts for three months.The research subjects are 88 students from two parallel classes in grade two of XX high school in Sichuan province,with 44 students in each class.In the course of the experiment,the experimental class(EC)adopts the Memetics-based teaching mode of lexical chunks,while the controlled class(CC)adopts the traditional English writing teaching method.In this research,the following three research questions will be answered: Firstly,can the Memetics-based teaching mode of lexical chunks change students’ attitudes towards English writing and arouse students’ interest in writing? Secondly,can the Memetics-based teaching mode of lexical chunks cultivate students’ consciousness of lexical chunks? Thirdly,can the Memetics-based teaching mode of lexical chunks improve students’ writing ability? If so,to what extent?In this research,the author mainly collects data in the form of questionnaires,interviews and tests,and adopts a combination of quantitative research and qualitative research to analyze the collected data.The first research question is answered by analyzing the data of questionnaires and interviews before and after the experiment: the Memetics-based teaching mode of lexical chunks can change students’ attitudes towards writing and also arouse their interest in writing.At the same time,the second research question is answered: the Memetics-based teaching mode of lexical chunks can cultivate students’ consciousness of lexical chunks.In addition,the independent sample t-test and the paired t-test in SPSS22.0 software are employed to analyze the data correspondingly to the two classes before and after the experiment.Through a detailed analysis of the data,it also demonstrates the answer of the third research question: the Memetics-based teaching mode of lexical chunks can effectively improve students’ English writing ability.In summary,the Memetics-based teaching mode of lexical chunks is feasible for English writing teaching in high school and can bring some enlightenment to English writing teaching in high school.Despite the shortcomings of this study,it provides a new perspective for high school English teaching design,and also enriches the cross-cutting research on the combination of Memetics and other theories.