A Study On The Hedges In High School English Teacher Talk From The Perspective Of Ecological Linguistics

Fuzzy language is an indispensable part of human language.At present,scholars and experts at home and abroad have achieved fruitful results in the study of fuzzy language.Most of the research results have studied hedges from the perspectives of semantics,pragmatics,discourse,sociolinguistics and functional linguistics,but few from the ecological perspective.In recent years,there have been a lot of studies and reports on the combination of classroom discourse ambiguity and teaching.However,there are few studies that combine teachers' classroom fuzzy language with ecolinguistic theory.In view of this research background,starting from the interpersonal meaning system theory from the perspective of ecological linguistics and based on the international ecological philosophy of “multi-harmony,interactive symbiosis”,a systematic investigation and analysis of fuzzy language in senior high school English teachers' classroom is conducted in this thesis.This study uses the classification method of Hedges from He Ziran(1985)as the analysis framework which aims to investigate the use of four types of hedges and the ecological nature of teachers' hedges in high school English classes,and its impact on foreign language classes,which aims to construct a more ecological,humanized and idealized teaching class.In this study,a small corpus is built,and 30 pieces of classroom discourse are transferred from the teacher's hedges in one teacher and one excellent class in the National Education Resources Network and the teacher's vague language in the reading class in the first grade of senior high school.Through the combination of quantitative analysis and qualitative analysis,two research questions are answered respectively: 1.What are the distribution characteristics of hedges in senior high school English teachers' classroom? 2.What kind of ecology do high school English teacher' hedges have? The survey finds that:1.fuzzy language is ubiquitous in high school English classroom teaching,but the distribution characteristics are not balanced,and the using frequency of the rounders is the highest,while the using frequency of the attribute shields is the lowest.2.Most of the mood types of the sentences in which teachers' hedges are located are declarative mood.When hedges are combined with declarative mood,they produce a weak mood,which minimizes the harm to students and belongs to ecological protection discourse.In senior high school English classes,most of approximators are eco-protective discourses,with different modal values.Similarly,most shields are also eco-protective discourses,with varying degrees of intervention.Therefore,it can be seen from the research that,based on teachers' social responsibility and professional particularity,on the whole,teachers' hedges have the function of deblurring and pasting and have certain ecological significance.The use of teachers' hedges in the classroom is mostly ecological discourse,which is worth promoting.At last,many limitations of the study are put forward in this thesis: firstly,the study builds a corpus,but due to the author's lack of professional knowledge,in the process of converting spoken language into written language,the author is likely to ignore some elements and lead to corpus content inaccurate;Secondly,from a theoretical point of view,ecological linguistics is a newly arisen linguistic discipline,and its theory is still in the process of research and development,and is not yet mature.Thirdly,this study is limited to a horizontal study of hedges in teachers' classroom discourse,and it does not make a vertical study of the micro-ecosystem of language learning.Finally,aiming at the limitation of the research,some suggestions for future research are also put forward.