The Application Of Imitation Writing In The Teaching Of New Edition Senior English Writing From Meme Theory

At present,in teaching senior English writing,English teachers still mostly adopt the traditional teaching mode of “teacher arranging writing tasks—students writing—teacher reviewing”,which leads to students’ low interest in writing and their negative resistance to writing as well,thus affecting their writing performance.Compared with the general high school English textbook of old edition,the 2019 new edition of the English textbook pays more attention to students’ participation in the learning process.In the “Reading and Writing”section,the new edition of the textbook combines reading and writing,based mainly on writing and supplemented by reading.With reading providing a structural framework and style demonstration for writing,and taking imitating the styles and expression paradigms as a main purpose,the new edition of the textbook allows students to complete specific writing tasks in the play space.All of it shows that the traditional senior English writing teaching model can no longer adapt to and meet the writing requirements of the new edition of the textbook,and it is of great necessity to explore a new writing teaching model.This also provides an opportunity for this research to explore the application of imitation writing in the teaching of new edition senior English writing.Based on the perspective of Meme Theory,this study takes the 2019 new edition of the general high school English textbook(Volume 1)as sample materials,and uses quantitative and qualitative research methods to conduct a one-semester empirical study on 100 students in two parallel classes in the first grade of a high school in Xiamen,with Class Eight as a control class,which adopts the traditional writing teaching mode,and Class Seven as an experimental class,which adopts the imitation writing teaching mode.This research aims to verify the following two hypotheses:(1)Compared with the traditional writing teaching mode,imitation writing teaching guided by Meme Theory can better improve students’ English writing performance;(2)Compared with the traditional writing teaching mode,imitating writing teaching guided by Meme Theory can more positively change students’ negative attitude towards writing.This study uses SPSS23.0 software to carry out a quantitative study on the collected data.Through the sample T test and independent sample T test,it is found that after one semester of imitation writing teaching,the post-test English writing performance of the experimental class is significantly higher than the one of the control class.In addition,after qualitatively analyzing the text samples of a student’s pre-and post-test writing samples from the experimental class,it is found that the student has made great progress in terms of vocabulary and sentence patterns,text structure,and text logic,thus verifying the first hypothesis proposed by the study.Secondly,this study conducts two questionnaire surveys before and after the imitation writing teaching in the experimental class,and quantitatively analyzes the collected data.At the same time,after the teaching experiment,six students in the experimental class are randomly selected to conduct interviews for qualitative analysis.The research results show that after a semester of imitation writing teaching,students’ negative resistance to English writing has been weakened,and their enthusiasm and initiative in writing have been greatly improved,thus confirming the second hypothesis proposed by this research.Based on the above experimental data,this study concludes that compared with the traditional writing teaching model,imitation writing teaching guided by Meme Theory can not only better improve students’ English writing performance,but also more positively change students’ negative writing attitudes.The author hopes that this research can provide a new idea for the teaching of the new edition senior English writing and do its best to enrich the senior English writing teaching model.