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Chapter I Introduction

1.1 Research Background
In China, English has been playing a significant role in educational field for many years.The overall English learning includes four aspects, namely, listening, speaking, reading andwriting. Writing, as one of four skills, plays an important role in English learning. It showsnot only students’ mastery of vocabularies and sentences but also students’ ability oforganization and logical expression. Therefore, English writing, being regarded as animportant indicator of students’ English ability, has been paid more attention to.According to New English Curriculum Standards of General Senior High School,students’ English writing objectives are expressed as follows: 1. Write abstract, report,message, and formal letter. 2. Describe scene, attitude and affection specifically. 3. Expresstheir own opinions and make comments on others’ opinions with appropriate form andaccurate words. 4. Deal with materials quoted and other original words properly. 5. Fill upkinds of charts, and write individual introduction with almost correct and appropriate words.6. Do simple translations. 7. Use smooth words and correct forms in writing.The current situation is that English writing is getting more and more important, while agreat gap between senior high school students’ English writing ability and general standardsof new English curriculum still exists, let alone the higher requirements. In fact, there are stillmany problems in senior high students’ English writing, including fine arts students.Compared with regular senior high school students, fine arts school students’ problems inEnglish writing are more obvious. First of all, it is the shortage of vocabulary. Theinsufficient vocabulary is a barrier for students to make the improvement in English writing.It is difficult for students to extract proper words to express what they want to. The mainreasons are that students do not have enough language input or language input can not beconverted into writing output appropriately. Therefore, offering enough language input andhelping students to build a bridge between language input and writing output become the urgent affairs.
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1.2 Research Significance
Memetics is a new theory which enlightens teachers to integrate memetics into Englishwriting teaching and provides a new direction for senior high school students’ English writingteaching. The present research of applying memetics to senior high school fine arts students’English writing teaching is an experimental study mainly aiming to testify whether theEnglish writing teaching based on memetics can improve fine arts students’ writingproficiency in words, sentences and structures aspects respectively, and then improve their writing at a comprehensive level. The significance of this thesis is presented both in theoryand in practice as follows:Theoretically, second language acquisition plays an important role in English learningand teaching and lots of related theories have been put forward and modified. Ever sinceInput Hypothesis and Output Hypothesis have been introduced, the importance of languageinput and output are gradually self-evident. Memetics provides theoretical foundation to theinternalization of the input language emphasized by Input Hypothesis and connects inputmaterials with output writing naturally. On the one hand, it can point out a new path forsecond language acquisition theories so that enric