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Chapter Ⅰ Introduction

This chapter is an overview of the whole thesis. It consists of the background of the study, thesignificance of the study, and the organization of the whole thesis. 

本章概述了整个论文。它包括研究的背景，研究的意义，并组织整个论文。

1.1 Research background
Why students learn writing? Some people think students need learning to write, some other hold that students need writing to learn. For many teachers, the latter one has replaced the former one; theythink there is a direct relationship between the development of students’ thinking capacity and theprocess of writing which students try their best to find meaning. It means writing is a process of self-discovery, self-evaluation, and a process to discover and evaluate the around world. Writing in the language classroom can primarily be looked at under two broad categories: language reinforcement and writing as communication. From language reinforcement perspective, the principal reason for writing is to strengthen oral language most often in terms of gains in accuracy. Linked to this reinforcement role, writing can be used as a diagnostic and an Assessment tool. During a speakingactivity, the teacher may be unable or unwilling to correct certain errors and thus the correction of written work means that the teacher is able to identify a range of errors, assess the writing ability of a learner, and where necessary, programmer corrective exercises.

1.1研究背景
为什么学生学习写作?有些人认为学生需要学习如何写,其他一些认为学生需要写来学习。对于许多老师,后者已经取代了前一个;他们有直接关系的发展学生思维能力和写作的过程,学生尽力找到意义。这意味着写作是一个自我发现的过程,自我评价,和一个过程去发现和评估周围的世界。写作在语言教室可以主要是下观察两大类:语言强化和写作作为沟通。从语言强化的角度来看,主要原因是加强写作口语最常在精度方面的收益。与这种强化作用,写作可以用作诊断和评估工具。在一个演讲活动,老师可能无法或不愿纠正某些错误,从而修正书面工作意味着老师是能够识别一系列的错误,评估学习者的写作能力,在必要时,程序员纠正练习。

The above role of writing sees writing as a part of the language learning process rather than as acommunicative skill. From a communicative approach, writing in the classroom can also be placedunder the category of where improved writing skills are goals of the course. Courses such as English foracademic purposes or certain business English courses may place more emphasis on writing as aseparate skill that needs to be taught and practiced in the classroom.The teaching of English writing has always been focused by a large number of English educators.Many writing teaching methods has been proposed and studied, including product approach, processapproach, genre approach, and process-genre approach and so on. These approaches are newer thanimitation writing approach which the author studied in this thesis. The use of imitation writing approachcould be traced back to the beginning of English teaching in China. With the appearance of those newwriting approaches mentioned above makes people begin to ignore imitation writing approach. In recent years, a new linguistics theory is very popular, it is memetics. The original conception of the meme isfirstly proposed by Dawkins (1976) in his book The Selfish Gene, then it expanded by many otherlinguists like Blackmore. One of the effects of the development of memetics is making people think therelationship between meme and translation, meme and culture, meme and language teaching and so on.In China, Professor He Ziran illustrated the relationship between meme and language teaching in 2005,he mentioned that meme had a positive effect on imitation teaching.From this point, the author will focus on the point of meme and En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。