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k....14
3.1 Krashen’s Input Hypothesis...........14
3.2 Swain’s Output Hypothesis........... 15
3.3 Long’s Interaction Hypothesis.......16
Chapter IV Research Design..... 18
4.1 Research Questions............ 18
4.2 Research Subjects....18
4.3 Research Instruments......... 19
4.3.1 Questionnaire............19
4.3.2 Pre-test and Post-test........... 19
4.3.3 Interview........20
4.4 Research Procedure............20
4.5 Teaching Model.......21
Chapter V Data Collection and Analysis........29
5.1 Data Collection and Analysis of Questionnaire............. 29
5.2 Data Collection and Analysis of Pre-test.............32
5.3 Data Collection and Analysis of Post-test...........33
5.4 Data Collection and Analysis of Interview..........40

Chapter IV Research Design

This chapter is devoted to the experiment process of current research. In order topresent the design of the research in detail, the researcher lists the research questions, subjects,instruments, teaching procedure and teaching model in sequence. Finally, the data collectionand analysis are shown.

4.1 Research Questions

The facts that writing is a relatively comprehensive ability and is required by NewEnglish Curriculum Standards of General Senior High School have been mentioned inchapter one. However, senior high school students’ writing level is not so satisfactory, letalone fine arts school students. Combing the memetic theory with the English writing, theresearcher attempts to find out the effects of this kind of teaching model on fine arts students’English writing.Therefore, the research is designed to address the following questions:(4) How does the application of memetics to the teaching of English writing influencestudents’ writing on word level?(5) How does the application of memetics to the teaching of English writing influencestudents’ writing on sentence level?(6) How does the application of memetics to the teaching of English writing influencestudents’ writing on paragraph structure level?

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Conclusion

After the experiment and related analyses, the major findings, implications, limitationsand suggestions will be presented separately.In this research, the researcher designs a teaching experiment based on memetics and themodel of English writing teaching based on memetics is applied to the teaching process forsenior one fine arts students of Shijiazhuang No.6 middle school. The result is that theexperiment has confirmed research questions and the positive effect of English writingteaching based on memetics through study.Firstly, the difference between experiment and control classes on words usage isreflected in the aspect of vocabulary size. It is admitted that the accumulation of Englishwords is a prolonged process. So what students should do is to memorize words in their dailylearning. Compared with the memorization of words, the application of those words is moreimportant and meaningful in English writing. Through twelve weeks learning, the differencesbetween two classes are shown: Experiment class students can flexibly use more differentwords to express what they want to. The reason why they can do better is that they areaffected by the teaching process which puts the emphasis on using different words to expressthe same idea. That is 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。