An Experimental Study Of Memetics To English Writing Teaching In Senior High School

As the four basic skills of English,writing,listening,speaking and reading together constitute the basic framework of English learning.Writing directly reflects students' English comprehensive ability,so it is not only the focus of teaching,but also the difficulty of exams.However,writing seriously hinders students' English development.In order to improve students' English writing,it is necessary to introduce a new writing teaching method.Memetics is a cultural theory proposed by Dawkins.The core of memetics is to achieve the purpose of communication through imitation.Words,sentences,and passages in language can also be transmitted by imitation.Combining vocabulary,syntax,and discourse with the four stages of meme transmission,a new method of high school English writing is explored through imitating and disseminating.This study attempts to verify the following hypothesis: In senior high school,can memetics-directed writing improve students' vocabulary,syntax,and textual level?How to design the memetics-directed writing course ?In this study,100 students from Grade Two in senior high school of an ordinary middle school in Chongqing were selected as subjects to investigate the impact of memetic-directed teaching model on students' writing.After careful selection of meme materials,in the assimilation stage,new vocabulary,syntax,and texts are presented to update the student's memes library.In the memory and assimilation stages,tasks are used to help students deepen the memory of new learned memes.In the dissemination stage,students complete the writing task and evaluate the composition in time.The experimental data were obtained through testing,and SPSS data analysis software was used to analyze the students' specific changes in vocabulary,syntax and discourse before and after the experiment.Through text analysis,students can understand memetic vocabulary,sentence patterns,and text after the experiment under specific conditions.After four months of experiment,the study found that memetics-directed teaching model can effectively improve students' vocabulary,syntax,and discourse level,and ultimately achieve the goal of improvingstudents' writing performance.In teaching practice,teaching activities are designed using the four stages of assimilation-memory-expression-transmission memes,and students' writing is developed through imitation.