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cultural transmission.The evolution of cultural thought is like the transmission and change of gene. The spreadof memetic culture is not singular, but it has been modulated constantly throughoutevolution to adapt to new environment. In the area of language learning, He Ziran (2005)argues that the replication and propagation of this linguistic meme is the essence oflearning. Only by copying and disseminating the language, can the language learners havea real change. Language learning can’t start from scratch. That is to say, language learnerscopy external information actively, then store generous relevant information in their brain,and then express their views in the way of genotype of “the same content, differentforms” creatively and phenotype of “the same form, different contents (He Ziran, 2005)”.But not all languages are memes. Blackmore (1998) & Wang Li (2011) believe that if anidea or information is not replicated by others, it is not a memetic. In other words, beingcopied is a prerequisite for becoming a memetic.

Chapter 3 Research Design....................................15

3.1 Research Questions............................................. 15

3.2 The Research Subjects............................................15

3.3 Instruments..................................... 16

Chapter 4 Research Results Analysis and Discussion.................................. 21

4.1 Results Analysis and Discussion of the Pre-test of EC and CC............................ 21

4.2 Results Analysis and Discussion on Questionnaire I.................................. 22

4.3 Results Analysis and Discussion on Questionnaire II............................... 27

Chapter 5 Main Findings and Suggestions............................. 27

5.1 Main Findings.........................................27

5.2 Suggestions....................................................28

Chapter 5 Main Findings and Suggestions

5.1 Main Findings

After the above research, this research has drawn the following four conclusions:Firstly, senior high school students’ feelings on English writing are relatively negative.Specifically, the experimental subjects of the two classes have lower values of “like”,“confidence” and “satisfaction” in English writing. The experimental data shows that thenegative words such as “nervous”, “worried”, “anxious”, “blank-minded” and “afraid”account for a large proportion in describing the feelings of English writing. Secondly,most senior high school students lack of basic English writing ability, which is embodiedin the fact that most of them translate Chinese sentences into English sentences whenwriting English compositions. In addition, quite a number of high school students canonly complete part of their English writing in accordance with the requirements of contentand format within the prescribed time. Thirdly, most of them do not have the habit of“imitating”, “writing” and “modifying”, such as extracting good words and sentences,keeping a diary, outlining, and communicating with peers. This shows that their attitudetowards English writing is passive, and they lack of interest in English writing. Becau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。