英语论文网

Chapter Five Conclusion.......40
5.1 Major findings ....... 40
5.2 Implications .......41
5.3 Limitations of the study....... 42
5.4 Suggestions for further study...... 43

Chapter Four Discussion and results analysis

4.1 Analysis of the questionnaire
The questionnaire is designed to prove the first hypothesis. From the questionnaire,we can know the situation of applying memetics theory in English writing in senior highschool before the experiment.Hypothesis 1: The memetics-based writing teaching can improve students’self-confidence in English writing, reduce their anxiety, and make their attitudes towardsEnglish writing more positive. Table 4-1 shows the changes of the students’ self-confidence in writing before theexperiment and after the experiment. The mean score is 9.6304 at the beginning of the term,while it grows to 12.0435 after the experiment in the experimental class. The differencebetween the two questionnaires is 2.4131. But whether the students have more confidencein English writing than ever before in the experimental class or not needs testifying bypaired samples test. Table 4-2 is Paired Samples Test of Students’ Self-confidence of the experimentalgroup. The sig. (2-tailed) in the above table is 0.000 (p < 0.05). According to Qin Xiaoqing,the data shows that there is significant difference of students’ self-confidence in theexperimental class. Therefore, it can be seen that the application of memetics theory inEnglish writing teaching can significantly strengthen the students’ self-confidence inEnglish writing.

……………

Conclusion

In this study, the author gives a general introduction about the problems existing inEnglish writing teaching recently. And to solve the problems, memetics theory offers a newperspective in English writing teaching. With the characteristics of memetics and the roleon writing, the author proposed two hypotheses and combines the memetics theory withthe English writing teaching in senior high school through a contrastive experiment. Basedon all the above analysis, the main findings drawn from this study can be summarized asfollows:First and foremost, applying memetics theory in English writing teaching has apositive effect on their affective factors which affect writing. From the data analysis of thequestionnaire at the beginning of the semester and at the end of the semester, it can beconcluded that students’ attitude towards English writing in the experimental class haschanged from passive to active, as the paired samples test results indicates that in the threeaspects including self-confidence, writing motivation and writing anxiety, all the three sig.(2-tailed) =.000<.05 after the application of memetics theory to writing teaching. Most ofthe students in the experimental class point out that they have made great achievements inthe English writing and they can have fun in expressing themselves freely in the Englishwriting classes. The students feel confident the moment they are able to recall morenormative words and sentence structures in the process of writing and they do not regardEnglish writing as a difficult task any more. So the application of memetics theory towriting teaching is an effective approach to raise learners’ self-confidence, boost theirpositive writing motivation and lessen thei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。