The Experimental Research Of Memetics-based Mode On English Writing Teaching In Senior High School

Writing is an expressive English language skill that can reveal a student’s overall language proficiency.According to the English Curriculum Standard for Senior High School(2020),students must select suitable vocabulary and grammatical structure based on their needs for expression when they want to express themselves verbally or in writing.In order to achieve these requirements,memetics was applied to English writing teaching by researchers for the memetics-based mode emphasizes the memorization and reinforcement of the understandable input under the guidance of teachers,which is different from mechanical memorization.This mode is conducive to students’ internalization of language knowledge and output language accurately.In order to further confirm the good impact of this mode on raising the English writing test scores of senior high school students,this study applies the memetics-based mode to English writing instruction in senior high school.Based on memetics,Krashen’s input hypothesis and Swain’s output hypothesis,using both experimental method and questionnaire survey method,this study intends to provide answers to the following three questions:(1)What are the effect of the memetics-based mode on senior high school students’ writing achievements?(2)What are the specific effects of this teaching mode on the lexical richness and syntactic complexity of students’ writing?(3)What are the influence of this mode on students’ writing attitude? 115 senior high school students from two parallel courses at X middle school in Yi Ning are chosen as the research subjects during this study.The memetics-based writing teaching mode is used in EC,and the process teaching mode is used in CC.A twelve-week teaching experiment is conducted.After the experiment,this study mainly uses L2 SCA 4.2.0,Range 32,SPSS 26.0 to statistically analyze the data.The conclusions are as follows:(1)The students’ writing achievement can be improved by memetics-based mode.Before conducting the experiment,there is no significant difference between the writing scores of EC and CC.After the experiment,the results for EC and CC show a significant difference,and the average writing score of EC was greater than that of CC.(2)Students’ vocabulary richness and syntactic complexity in composition can be improved.There are significant differences in the four indices of lexical richness: lexical variation,lexical sophistication,lexical density,and lexical errors.Among them,the change of lexical variation is the most significant.There are significant differences in five dimensions of syntactic complexity: length of production units,sentence complexity,subordination,coordination,and particular structure.Among them,the change of length of production units is the most significant.(3)This mode is helpful to improve students’ English writing attitude.There are significant differences in emotional attitude,cognition and behavioral tendency among experimental class students.According to the research conclusions,we can draw the following implications: firstly,teachers should design teaching plans that take the characteristics of meme transmission into consideration;secondly,teachers should provide rich memes and design appropriate exercises to improve students’ vocabulary richness and syntactic complexity;lastly,teachers should arrange practical and novel writing topics to cultivate the positive writing attitude.