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ore of the CC is 8.049, and that the writing ability of the EC is a little better than  that  of  CC.  The  Std.  Deviation  of  EC  =0.8450,  CC  =0.9262  indicates  that  the internal dispersion of two classes are roughly the same. 

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Conclusion 

In  this  study,  a  new  five-step  teaching  method  was  redesigned  for  the  affinity between  the  four  stages  of  meme’s  life  circle  and  the  process  of  second  language acquisition.  Then  a  teaching  experiment  was  conducted  in  two  contrast  classes,  in which  the  memetic  teaching  method  and  the  traditional  method  was  adopted, respectively. Through a quantitative study and a qualitative study, it could be proved that  memetics  teaching  method  is  more  effective  than  traditional  teaching  method  in improving  students’  English  writing  competence  and  enhancing  their  motivation  in English writing.Compared  with  their  counterparts  following  the  traditional  writing  method, students  who  underwent  the  memetic  teaching model achieved greater progress. The author  first  collected  the  test  scores  of  the  experimental  class  and  the  control  class before  the  teaching  experiment,  with  the  statistic  showing  that  the  average  score  of two  classes  is  very  similar  (mean  number  of  Experimental  class  and  the  controlled class  is  8.069  and  8.049).This  ensures  that  the  students’  writing  ability  of  the  two classes is roughly on the same level before the experiment. If there appears difference of  the  average  score  in  two  classes  after  the  experiment,  it  can  be  proved  that  the experiment  is  meaningful.  Then  the  writing  post-test  shows  that  students’  writing ability of two classes has improved (the average number of experimental class and the controlled  class  is  9.326  and  8.274).  Afterwards,  paired  T-test  of  writing  scores  in pre-test  and  post-test  of  experimental  class  and  the  control  class  are  conducted respectively  to  test  whether  there  is  significant  difference  in  English  writing achievement  of  the  experimental  class  and  the  controlled  class  in  the  pre-test  and post-test. The results show that students of EC made great progress in English writing, while there was no remarkable statistic gap between pre-test and post-test 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。