A Study Of Senior High School English Teachers’ Classroom Discourse From The Perspective Of Ecolinguistics

Ecolinguistics is a discipline that combines ecology with linguistics.It emphasizes the concept of people-oriented development,attaches importance to guiding and cultivating students’ sustainable development ability,and lays the foundation for students’ lifelong learning.It emphasizes the importance of teacher-student interaction in foreign language teaching,so that the classroom exudes life and vitality.In the classroom ecosystem,teacher talk plays an important role.Teacher talk is not only a learning tool,but also a source of language input for students.The teachers’ ecological discourse or non-ecological discourse in the classroom will affect the formation of ecological and non-ecological phenomena in the classroom.Teachers’ discourse plays an important role in motivating students’ learning initiative and balancing the relationship between teachers and students.Therefore,it is necessary to explore the use of teachers’ discourse in the senior English class.Based on the theory of ecolinguistics and Fairclough’s three-dimensional analysis model,this study explores the influence of teacher talk on the teacher-student relationship and classroom teaching from the perspective of ecolinguistics.In this study,the teacher talk of six teachers in a senior high school in Shanxi Province was taken as the research object,and the data was collected and analyzed through class recording and classroom observation.This paper is intended to study the following three questions: 1.What are the ecological features of English teachers’ classroom discourse in senior high school? 2.What are the non-ecological features of English teachers’ classroom discourse in senior high school? 3.What are the similarities and differences between the ecological and non-ecological features of classroom discourse used by teachers with different teaching seniority?The study found that: In the teaching process,teachers’ classroom discourse of senior high school contains both ecological and non-ecological features.The ecological features of teachers’ classroom discourse are mainly reflected in the use of high frequency polite language and intertextuality.The ecological features of teachers’ discourse will promote students’ development and the formation of good teacher-student relationship in the classroom.Non-ecological features are reflected in the turn-taking between teachers and students.In the classroom,teachers use more turns than students,and students’ turns are mainly passive answers to teachers’ questions.It shows that the classroom is still dominatedby teachers,and students have not realized the dominant position.The ecological and non-ecological features of teachers’ discourse with different teaching seniority are shown in different aspects.Teachers with short teaching seniority are more inclined to use low-value modal words in teaching,which can make teachers close to students’ psychological distance.Teachers with long teaching seniority pay attention to the turn distribution between teachers and students,and they can deeply realize the important role of output in language learning,so they take teaching measures to enable students to acquire the power to speak actively,and stimulate students’ active language output,so as to promote students’ progress and growth.