A Study Of Imitation Writing In Senior High School English Writing Instruction

The English Curriculum Standard（2017）places a premium on students’ development of comprehensive language abilities.The most important criterion for evaluating students’ overall language proficiency is their writing.It is critical for teachers to incorporate English writing instruction within the high school curriculum.Simultaneously,it equips students with the required abilities for English learning.However,students’ writing abilities are not optimistic for a variety of reasons.As a result,it is critical to use a viable writing strategy to help students develop their writing ability.Memeticism is a hypothesis based on Darwin’s theory of biological evolution that explains the principles of cultural evolution by emphasizing that language is passed down through imitation and reproduction.The copying process of memes is closely related to the input and output process of writing teaching,and this connection provides a new idea for high school English writing teaching.Therefore,the input-output theory and meme theory are used as the theoretical foundation in this study to investigate the effectiveness of imitation in high school English writing instruction.In this study,114 students from two classes in Loudi high school were chosen as experimental subjects for more than two months of experimental research.All 57 students in the experimental and control classes are engaged.The imitation teaching method was adopted for the experimental class while the traditional writing method was adopted for the control class.This study uses a combination of tests and questionnaires to try to answer the following research questions: 1)What effect does imitation have on students’ writing ability? 2)What effect will imitation have on students’ attitudes towards English writing?According to this study,students in the experimental class achieved considerably higher post-test scores than students in the control group.At the same time,the qualitative analysis of the pre-and post-test compositions of the same student found that after a period of imitation,the student’s composition improved.His sentence patterns and choice of words have become diversified,and his articles are more logical and coherent.Through the analysis and arrangement of the questionnaires,it is found that the writing habits of the students have improved,and the students’ interest in learning and their self-confidence have been significantly enhanced.It can be seen that this study certain throws light on English writing teaching in high school,and can benefit both teachers and students.