4.2 Findings based on Writing Tests.....................................49
Chapter Five Conclusion.................................. 69
5.1 Major Findings....................................69
5.2 Implications of the Study...............................70
Chapter FourFindings and Discussions
4.1 Findings based on Questionnaires
Two questionnaires, including pre-questionnaire and post-questionnaire, areconducted in the EC to testify whether Memetics-based teaching model can helpstudents develop positive attitude toward English writing. For one thing, at the verybeginning of the experiment, 35 pre-questionnaires are delivered to students. The totalnumber of items in each questionnaire is 15, which intends to present both students’primitive attitude toward English writing. For another, with the purpose of investigatingif students change their attitude toward English writing, post-questionnaires are handedout to students in the EC after the experiment. Moreover, except for the same 15 items as pre-questionnaires’, another five items which reflect students’ attitude towardMemetics-based writing teaching approach are included in post-questionnaires. Thestructure of the questionnaires are presented in Table 4.1.
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Conclusion
5.1 Major Findings
Though Memetics is a relative new theory for English writing teaching, manyresearches have conducted exploratory studies on it from various perspectives. Forexample, some of them designed the Memetics-based writing teaching approachthrough life cycle of memes, some established experiment to testify the feasibility ofMemetics-based teaching model, some tried to set up a new teaching approach bycombining Memetics theory and other writing teaching approaches and so on. For thisresearch, the author focuses on the Memetics-based teaching approach, and figures outwhat changes happen to students’ writing ability under the training of Memetics-basedteaching approach. Based on the experiment through questionnaires, writing tests, textanalysis and interviews, the author gets many findings after the analysis of all datacollected. These major findings are presented as follows.
Firstly, after the application of Memetics in writing teaching, most studentsdevelop a positive attitude to English writing. Through the life cycle of the memes,students realize the importance of inputting materials and accumulating languagememes. Thus, when students facing the writing task, their anxiety released because ofrelevant language memes to the topic they accumulated. In other words, the memesstored in their minds lay a foundation for them on what to write and how to write.Besides, they form good writing habits. For example, they tend to outline the structureof their compositions before writing, they also prefer to analyze writing modelautomatically and then form their own writing templates rather than recite themmechanically and so on.
Secondly, through the comparative analysis on the writing scores of both tests, theresult shows that Memetics-based teaching approach can help students get higher scoresin English writing. Moreover, those students, influenced by Memetics-based Englishwriting teaching, achieved higher scores than the students under the guidance oftraditional product teaching. Thus, it is necessary and effective for English teachers toadjust their English writing teaching, considering connecting Memetics theory with thepractical teaching and learning situation.
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