The Research On Application Of Memetics On English Writing Teaching In Senior High School

Under the background of the globalization and the rapid development of information,all kinds of economic and cultural exchanges between countries all over the world have become increasingly frequent than ever before.As a universal language,English language especially the instrumentality of English has received unprecedented attention.At the same time,social development puts higher demands on students' English literacy,especially English expressive ability.However,many studies have shown that writing as an important expression ability has not received the due attention in practical English teaching.There exist all kinds of problems in current English writing teaching.For example,teachers pay less attention to writing,the teaching methods are single,and students are lack of method guidance and feedback.These problems lead to students' low writing ability,low writing interest,and poor writing habits.The National English Curriculum Standard of Senior High School(2017)put forward new requirements,which attach great importance to training student's ability to express their personal intentions,views and attitude with the language they learned.As an important part of language core competence,English writing ability should be accordingly emphasized by teachers.Consequently,the improvement of the English writing abilities of high school students has become an urgent problem to be solved.As a newly rising theory,memetics has been in full swing in various fields in China in recent years,which provides certain theoretical basis for language teaching and a new way of development for English writing teaching practice.The research purpose is to explore an English writing teaching model based on memetics by combining memetic theory and writing teaching,to improve students' attitudes towards English writing,to help students to form better study habits and to improve students' English writing skills.In order to explore the effect of memetics in improving the English writing ability of senior high school students,this study intends to explore two research questions:(1)What effect do the English writing teaching model based on memetics haveon senior high school students' English writing attitudes and writing habits?(2)What are the changes in senior high school students' writing competence in the English writing teaching model based on memetics?The experimental subjects of the research consists of 102 students from two classes of Grade one in a senior high school in Weifang city.The teaching experiment lasts for three months.Four kinds of research method which includes teaching experiment,questionnaire,interview and observation are adopted to collect experiment data.After the experiment,the author processed the experimental data with software 22.0.After three months' experiment,the author found that students in the experimental class have a more positive attitude towards English writing and form better writing habits by comparing and analyzing the questionnaires and interview results of the experimental and control classes before and after the experiment.By comparing the writing scores of the two classes before and after the experiment,the author found that the average scores of the experimental class students in post-experiment increased by 3.039 points compared with the average score before the experiment,and the scores were significantly improved.However,in the control class,the average score after the experiment was improved by 0.412 points compared with that before the experiment,which reveals the change was not obvious.The research results shows that the writing teaching model based on memetics can help students improve their writing scores and writing ability,and can help them form good writing attitudes and habits.Based on the above conclusions,this study proposes several implications and suggestions for English writing teaching in senior high school: Firstly,teachers should strengthen students' accumulation of language memes in daily writing teaching.Secondly,teachers should give proper guidance on writing methods.Last but not the least,teachers should give students accurate feedback and constructive suggestions timely after they finish their writing.The theoretical significance of this research is that it aims to enrich and update current teaching theories.The practical significance of this research is to provide anew teaching model and improve teaching method for English writing teaching in senior high school.At the same time,this study also has many shortcomings,such as limited research time,the unreasonable design of questionnaires,which needs to be further improved in the future study.