Research on the Ecological Orientations of College English Classroom Discourses

Abstract

The importance of language dimension in classroom teaching is self-evident. The analysis tools that can be used to analyze classroom discourses is particularly important. This study adopts a discourse analysis approach from an ecolinguistic perspective to explore the ecological nature of classroom discourse in a college English class. The research focuses on four dimensions: classroom discourse subjects, classroom discourse environment, classroom discourse content, and classroom discourse interaction. The findings reveal imbalances in the ecological nature of classroom discourse in college English classes, manifesting as unequal discourse subjects, a lack of ecological discourse environment, monotonous discourse content, and insufficient discourse interaction. Corresponding improvement suggestions are proposed to promote ecological balance in classroom discourse and enhance teaching effectiveness.