An Experimental Study On The Effectiveness Of English Writing Teaching Model In Junior Middle School Based On Memetics

As one of the basic language skills,English writing is an indispensable part in English teaching and cultural communication.As an output part of English learning,English writing can effectively monitor and consolidate students' understanding and application of language input.However,at present,there are still many problems in the teaching of English writing in middle school,such as the arrangement of classes,the teachers' understanding of the importance of English writing teaching,and the long period of writing evaluation.Memetics is a new theory based on Darwinian evolutionism to explain the development of cultural evolution.It is proposed by Dawkins,a foreign scholar.Professor He Zianran(2005)introduced it into China and began to study the combination of meme and language learning.Under the inspiration of meme theory,combining with the cognitive development theory and the psychological characteristics of junior high school students,the researcher puts forward the teaching model of junior high school English writing based on the meme cycle,aiming to explore whether the model can reduce students' English writing anxiety,change their negative attitude towards writing and improve their English writing ability,so as to improve the accuracy and syntactic complexity of students' English writing vocabulary with the help of the teaching model.In order to explore the effectiveness of this teaching model in junior high school English writing teaching,this study is based on the input,output,Gass & Mackey interactive hypothesis,cognitive development theory and process teaching method.141 students from Grade 7 of the third division of Xinjiang production and Construction Corps(Tumushuke S middle school)and the eighth division of Xinjiang production and Construction Corps(Shihezi Y middle school)are taken as study subjects.A three-month experimental study of writing teaching was conducted.Before the beginning of the teaching experiment,the researcher conducted a pilot study on the school of the research institute,and carried out a questionnaire survey and pre-writing test on the research subjects' writing attitude.The researcher found that the research subjects were weak in English writing ability and writing attitude.This is consistent with the previous investigation of the current situation of the research.Therefore,the researcher applies the memetics English writing teaching model to the actual English writing teaching,aiming to improve the current situation of the research subjects' English writing learning and explore the following research questions through the experiment of the model: 1.What is the impact of the memetics English writing teaching model on the research subjects' English writing ability? 2.The influence of the model on the accuracy of the subjects' English writing vocabulary;3.The influence of the model on thesyntactic complexity of the subjects' English writing;4.What is the influence of the memetics' English Writing Teaching Model on the subjects' English writing attitude? In order to explore the above research questions,the researchers used the methods of test,questionnaire,interview and text analysis to sort out and analyze the experimental data.The results show that: 1.After three months of memetics writing training,the subjects in the experimental group have significantly improved their English writing performance,which is significantly different from the pre-test results,indicating that their writing ability has improved;2 In the experimental group,the vocabulary and vocabulary accuracy of English writing were significantly improved,indicating that the teaching model can promote the accuracy of junior high school students' English writing vocabulary;3.The length and density of the T unit of English writing were improved,indicating that the teaching model can improve the syntactic complexity of Junior high school students' English writing;4 Through the analysis of the results of the pre-test and post test of the questionnaire and the results of the interview with the control group,the researcher found that after the experiment of memetics English writing teaching,the experimental group's research subjects' English writing attitude has greatly improved,so it can prove that the teaching model can improve the junior high school students' English writing attitude and writing status,improve their writing confidence and interest.