Implications Of Memetics On Teaching College English Writing

In the English teaching for postgraduate students, the teaching of writing is a bigchallenge to teachers, because postgraduate students pay most attention to their own major.Besides, as they age, they have a lack of self-control and they need an effective way tomaster the knowledge and skills of English writing.The memetic theory has been applied to many fields, but few people have combinedthe memetic theory and the four steps of input, memorization, output, and interaction insecond language acquisition together, not to mention using this combination to make anempirical study in the English writing class of non-English major postgraduate students.Considering the characteristics of postgraduate students and the requirements ofEnglish writing courses, the study applied the memetic theory to English writing ofnon-English major postgraduate students. By instruction of memetic theory, the paperconstructed a model of memetic English teaching of writing to help students effectivelyimprove their writing proficiency.The study made a one-term experiment. The experiment adopted both quantitative andqualitative analysis and combined the teaching experiment with questionnaires.The results of the experiment shows that it is efficient to apply the memetic theory tothe English teaching of writing for non-English major postgraduate students. However, thisteaching method has its own limitations and we hope a further revision and perfection ofthis study by more people.There are five main parts in the thesis. The first chapter is introduction which brieflyintroduces the significance, aim, innovation, and structure of the thesis. The second chapteris literature review which makes a comprehensive analysis of the study of memetic theory.The third chapter is the research experiment. The fourth chapter is its corresponding dataanalysis. The last chapter is conclusion which gives the whole general idea of the thesisand provides some suggestion for further revision.