Design And Application Of English Writing Teaching In Senior High School Based On Memetics

English writing is an important part of learning English,for it not only can test the comprehensive ability of learning English,but also can help students develop the habit of producing and using English knowledge.According to the the new curriculum standard(2011 version),high school students must reach the level 7 in English writing.However,at present,English writing teaching in senior high school is taught by limited methods.Thus,English writing teaching is not developing well.Memetics is a new theory in pragmatics,as well as a new theory to explain the law of cultural evolution based on Darwins' theory of evolution.According to the theory,the process of language communication is the process of continuous transmission and duplication of language memes,which are mainly embodied in language memes,such as vocabulary,grammar,sentence structure and text layout.The theory insists on the principle of imitation.Thus,meme is the product of imitation.It should be emphasized that the imitation here is different from what it meant in the traditional passive learning process.English imitation writing based on Memetics is the process by which learners take the initiative to choose,use and master language.Besides,Memetics proposes that a successful meme goes through four stages,that is the assimilation,retention,expression and transmission,which emphasizes both the language input and the creative output of the language,thus the approach provides a new perspective for the teaching of English writing.Based on the memetics and the stage of meme development,this study designs a new teaching design of English writing in senior high school.According to the four stages of assimilation-retention-expression-transmission of language meme,this paper makes a teaching design for senior high school English writing,and carries out an empirical study based on the teaching practice.This paper attempts to explore the effective methods of English writing teaching in senior high school and tries to solve thefollowing problems: 1.Can high school English writing teaching design under the guidance of memetics improve students' writing competence? 2.After accepting the design of high school English writing instruction under the guidance of memetics,has the student's writing attitude changed?The author makes a quantitative study on the prep-test and post-test results of the experimental class.The interview are implemented to obtain students' evaluation for the writing teaching design as well as making a comparison on students' attitude to English writing before and after the experiment.The experimental data shows that the overall English composition scores of students in the experimental class are significantly higher than those of the prep-test scores,which proves some extent that the implementation of the teaching design of English writing based on meme theory can improve the students' English writing proficiency.In this paper,by means of the text analysis,the author makes a qualitative analysis of the composition samples of the class,and finds that the improvement of the English writing level of the students in the experimental class is mainly reflected in the aspects of the structure,vocabulary,sentence pattern and the readability of the article.At the end of the experiment,the students in the experimental class pay attention to the appropriateness and accuracy of the use of vocabulary in English writing.They will also consciously avoid repetition in the use of words,and the frequency of high-level words have be increased;The change of sentence patterns in writing mainly shows that the use of sentence patterns is more appropriate and in line with the context,and they tend to use different sentence patterns,especially complex sentences;The main changes in text are better coherence,better logic and clearer thinking in writing.