Memetics-Based Integrated Approach To Teaching English Writing In Senior High School＿Combination Of Listening,Reading,Memorizing,Discussing And Writing

In high school English learning stage,Writing is one of the four basic skills that students must master.It is considered to be a complex skill,requiring students to master a certain vocabulary,sentence patterns and paragraph structure.It plays an important role in English teaching.In actual English teaching,teachers pay less attention to English writing.Therefore,students produce some anxiety in the process of writing easily.Besides,traditional English writing teaching often only focuses on writing results,and students lack the accumulation of corpus,resulting in confusion of expression.Many students are facing writing difficulties and writing anxiety.In order to solve the problems and challenges of “teaching” and “learning” faced by writing teaching and learning,this paper will apply Memetics to English writing teaching in senior high school.As a new theory,Memetics not only provides a theoretical basis for language teaching,but also provides a new perspective for the development of English writing teaching practice.In writing teaching,Memetics is chiefly reflected in the reproduction and imitation of vocabulary,sentence patterns and grammar.The purpose and significance of this paper is to combine Memetic theory with writing teaching,and explore a five in one English teaching mode of“listening-reading-memorizing-discussing-writing” based on Memetics,so as to decrease students’ English writing anxiety and improve students’ English writing performance.In order to explore the impact of Memetics on students’ English writing ability in senior high school,this study intends to explore two research questions:(1)Compared with the traditional writing teaching mode,can the teaching mode of “listening-reading-memorizing-discussing-writing’’ based on Memetics improve students’ writing performance?(2)Compared with the traditional writing teaching mode,can the teaching mode of “listening-reading-memorizing-discussing-writing” based on Memetics reduce students’ writing anxiety?The subjects of this experiment are two classes of students in the grade one of XX senior high school in Qingxu County,Taiyuan City,Shanxi Province.The author randomly designates a class as the experimental class with 44 students and the other is the control class with 43 students.Questionnaires,tests and interviews are used to collect data.The teaching experiment process lasts about 4 months.The EC accepts the new five in one teaching mode of “listening-reading-memorizing-discussing-writing’’ based on Memetics,while the CC still adopts the traditional achievement writing teaching.After the experiment,the research uses questionnaires and tests to collect data,analyzed by SPSS 22.0.In addition,the author uses corpus analysis software Ant Conc to analyze the students’ composition examples.Moreover,students’ interview information are transcribed and collated.The results show that the five in one English teaching mode of “listening-reading-memorizing-discussing-writing” based on Memetics can improve students’ English writing ability in a certain degree.Students display obvious progress in vocabulary,sentence patterns and writing structure.The experimental results of corpus analysis show that the students in the EC use verbs and conjunctions variously,and transform sentence patterns flexibly.The results of questionnaires and interviews further show that this writing teaching mode can reduce students’ writing anxiety.Students are no longer afraid of writing,which can help improve English performance.Finally,the author puts forward three feasible research suggestions: experimental time,experimental scope and research tools.The experimental time needs to be longer to meet students in that different students have different cognitive levels.As for experimental scope,the subjects can be spread to different grades,different classes and different English levels’ students.Researchers should adopt more research tools,such as classroom observation and teaching log for teaching practice.Besides,the author expounds the limitations of this research,and brings forth suggestions for the future research direction.