A Study Of Pragmatic Ambivalence In Interpersonal Ecology In High School English Classrooms

A harmonious interpersonal ecosystem in high school English classrooms is an important guarantee for students’ learning and growth.The growth of students is not only the growth of knowledge,but also the development of physical and mental health.To create an interpersonal ecological classroom environment that promotes the healthy growth of students,the teacher’s discourse strategy is a key element,and pragmatic ambivalence is one of the discourse strategies.To create a good classroom atmosphere,it is beneficial for teachers to use ambivalent strategies in tackling unexpected situations in the classroom.Good pragmatic ambivalence literacy is of great benefit for teachers to create a good classroom atmosphere,deal with unexpected situations,reduce students’ learning anxiety,and improve their self-esteem and learning interest.This study investigates the use of discourse ambivalence in high school English teachers’ classrooms with the help of questionnaires,interviews,and classroom observations.The study finds that there is still a lack of attention to the interpersonal ecology of teachers and students in high school English classrooms.The author attempts to explore the advantages of discourse ambivalence in improving the interpersonal ecology of high school English classrooms,to analyze the factors that affect the use of discourse ambivalence by high school English teachers,and to suggest strategies for improving the interpersonal ecology of classrooms at the level of discourse ambivalence.Therefore,this study will address the following four questions in the context of interpersonal ecology in high school English classrooms:（1）What is the current situation of interpersonal ecology in English senior high school classrooms?（2）What are the advantages of using linguistic ambivalence by high school English teachers to build a good interpersonal ecology in the classroom?（3）What are the factors that affect the use of linguistic ambivalence by high school English teachers?（4）How can high school English teachers improve classroom interpersonal ecology through ambivalent expressions?The results of the study show that there are problems in the high school English classroom,such as unresolved teaching objectives,lack of depth of teacher-student interaction and superficial interpersonal ecology,but the teacher-student relationship is still harmonious;In the face of these problems,teachers’ discourse ambivalence can help improve the interpersonal ecology of the high school English classroom,which can bring positive effects on cultivating students’ communicative competence,creating a harmonious classroom ecology and casting students’ tolerance quality;The factors influencing the use of ambivalence in high school English classrooms include teachers’ language literacy,educational philosophy,students’ perspectives,classroom atmosphere,and teachers’ teaching style;High school English teachers can use ambivalent discourse instead of reward and punishment education,regulate class atmosphere,improve teacher-student relationship,inspire students to think,and explore the function of ambivalence in discourse,teachers also need to pay attention to the fact that discourse ambivalence needs to be adapted to each person and time,not to be generalized.Therefore,the use of linguistic ambivalence in the classroom by high school English teachers is very useful for building a harmonious interpersonal ecology and providing a safe and harmonious environment for students’ healthy physical and mental growth.