A Practical Research Of Senior High School English Teaching From The Perspective Of Eco-linguistics

Eco-linguistics, also called Language Ecology, was first put forward by Americanscholar E.Haugen in1972.As the name suggests, Eco-linguistics is a field of combing ecologyand linguistics together, which has greatly influenced second language acquisition and foreignlanguage teaching in many ways. Firstly, it emphasizes the impact of nature, society andenvironment on language learning, with which teachers and students interact. Secondly, itconsiders that many factors co-exist in language teaching that are essential to the quality oflanguage teaching. Thirdly, it pays attention to developing students’ initiative in study inorder to keep classroom teaching sustainable. Eco-linguistics opens a new horizon, aims tocriticize traditional teaching problems, directs to the shortcomings in modern languageteaching, and provides a new perspective for foreign language teaching in China.In recent years, Eco-linguistics has drawn attention in many regions and schools.Particularly since the implementation of New English Course Standard, English teachingreform in high school is aimed at putting students first, persisting in learning, respectingstudents’ individuality, and providing high quality education to meet students’ needs. Due toEco-linguistics, a list of changes have taken place in teaching objectives, such as focusing onknowledge and skills to develop students’ overall quality; cultivating students’ learningstrategies and attitudes; developing students’ learning autonomy; and advocating task-basedinstruction to improve students’ foreign language competence.Therefore, in this study the author adopted Eco-linguistics and absorbed relatedexperiences and implications at home and abroad, aiming to test its feasibility andeffectiveness. The author set out from High School English Course Standard (experimentalversion), relying on the regions educational and teaching conditions where she carried out herteaching practice.112students from Grade One, Chifeng City, Inner Mongolia, Tin Ka PingHigh School were closed as subjects to conduct the experiment for a year. Both qualitativeand quantitative research methods were used, such as pre-test, mid-test, and post-test. Aftercollecting and analyzing the data, the author came to the conclusion that Eco-linguisticsteaching model is feasible and effective for English teaching and learning in high school.Of course, Eco-linguistics is still at the stage of developing, which needs further studyboth in theory and practice. This study is no exception so some limitations are listed in theconclusion. It is hoped that other studies will be done in order to supplement and modify thisone.