A Study Of English Writing Teaching In Senior High School From The Perspective Of Memetics

English teaching has always aroused more attentions due to the examination-oriented education system in China. Senior high school English teaching plays a prominent role in examination-oriented education system of China. English writing is a representation of a person’s English ability, but it is also one of the difficulties which are revealed in both two aspects: firstly, how do teachers teach English writing and secondly, how do students practice English writing? After introducing memetics into senior high school English writing teaching, the thesis does research on senior high school English writing teaching from the perspective of memetics, and proves that the memetics can improve efficiently senior high school students’ English writing proficiency through an experimental study which lasts one semester. The thesis chooses 100 senior students in one senior high school in Lvliang, Shanxi province as experiment subjects. They are divided into two groups, one is the control class which adopted the traditional English writing teaching and the other is the experimental class which was given English writing teaching under the guidance of memetics. Moreover, the thesis intends to answer the following questions by combining a questionnaire with an interview, writing test:(1) How should memetics apply to the teaching of senior high school English writing?(2) Can English writing teaching model based on memetics help students to improve their English writing proficiency?(3) How are the students’ attitudes on the teaching of senior high school English writing based on the memtics theory?The results prove that applying memetics to senior high school English writing teaching can improve students’ English writing proficiency, and it can not only change the attitudes of students from negative to positive but also can cultivate their English writing practice in terms of word, phrase, sentence and paragraph respectively by combining four replication phases of the meme namely assimilation, retention, expression and transmission with four procedures of SLA namely input, memorization, output and interaction, so as to improve their English writing proficiency and thereby achieving the final purpose of improving English writing teaching.The thesis consists of five parts. The first part is introduction which mainly gives an introduction on the research background, the research purpose and significance as well as structure of the thesis. The second chapter is literature review which makes a comprehensive analysis by representing an introduction about memetics theory, studies on the combination between memetics and English teaching at home and abroad as well as review of English writing teaching based on memetics. The third chapter is research methodology. The fourth chapter is data collection, analysis and discussion and the last chapter is conclusion.