本文是一篇英语毕业论文，本研究采用实验研究，对初三年级两个平行班进行教学实验。对照班采用传统阅读教学方式，实验班采用生态语言学视角下的阅读教学方式，通过测试、调查问卷和半结构化访谈搜集实验数据，实验结束后用SPSS 26.0对实验数据进行分析。
Chapter One Introduction
1.1 Research Background
As economic globalization accelerates,nations'and societies'demand for highlyskilled individuals continues to grow.In the context of economic globalization,English,as a universal language,holds a significant position.In China's compulsoryeducation stage,the overall objective of English courses is to cultivate students'fundamental comprehensive language abilities,promote psychological maturity anddevelopment,and significantly enhance their overall humanistic qualities during thelearning process.The"Compulsory Education English Curriculum Standards"(2022)emphasize that discourse reading is essential for students to absorb linguisticmaterials,improve their language proficiency,and expand their vocabulary.
In the process of English learning,English reading courses are a crucialcomponent of junior high school English instruction,from both instrumental andhumanistic perspectives.Among the core competencies of the English subject,language ability holds a particularly important position,with reading being the mostfundamental and critical skill among the four language abilities of listening,speaking,reading,and writing.Additionally,enhancing students'English reading abilities lays asolid foundation for their English writing and oral communication skills.Englishreading learning enables students to appreciate the significance and value of Englishlearning during the reading process,experiencing the joy of learning and therebystrengthening their confidence in learning English.In practice,readingcomprehension occupies a vital position in various English examinations,serving asan essential means to assess students'English abilities.Consequently,in secondaryschool English classroom instruction,the emphasis on reading teaching is substantial,primarily because it determines whether students can accurately comprehend the target text while also significantly impacting the learning of grammar and vocabularywithin the text.
1.2 Research Purposes
Ecolinguistics is an emerging field that integrates ecology and linguistics.Therenowned linguist Einar Haugen was the first to combine the concepts of linguisticsand ecology when he proposed the idea of"linguistic ecology"in 1972,whichinvolved the study of the interaction between a specific language and its environment.This metaphor likens the language environment to a biological,ecological one.
Classroom teaching research also focuses on the impact of the interactionsbetween learners and their environment,teachers and students,and studentsthemselves on learning outcomes.Historically,foreign language teaching research hasbeen guided by linguistics and second language acquisition theories.Both linguisticand applied linguistic studies typically involve specific analyses of a particularlanguage's linguistic status or characteristics,reflecting scholars'relatively isolatedunderstanding of language(Yang,2011).This perspective views language as a distinctentity that requires separate analysis.Additionally,it highlights the current issue inforeign language teaching and learning,where connections between language andother elements are severed,and language teaching and learning are studied in isolation.
Chapter Two Literature Review
2.1 Related Concepts
In this section,there are some related concepts to be clarified.They are readinginstruction,reading ability,and reading interest.
2.1.1 Reading instruction
In the current primary and secondary school classroom teaching,as depicted inProfessor Zhong Qiquan's article"Classroom Transformation:A Quiet Revolution,"we can often observe neatly arranged desks and chairs,students facing the blackboardand lectern to listen to the teacher's lecture,and the teaching mode of the teacherasking questions and students answering.This teaching scenario is known as the"three centers"-teacher-centered,textbook-centered,and classroom-centered.Underthe premise of no higher-level leaders attending classes or participating in variousclassroom teaching competitions,the status quo of most primary and secondaryschool classroom teaching is often like this.From the perspective of ecologicallinguistics,such teaching scenarios reflect the problem of classroom ecologicalimbalance.
Ecological linguistics believes that foreign language classrooms are organic,ecological systems composed of classroom subjects(i.e.,teachers and students),language,and teaching ecological environment.In this system,each dynamic factorcan be regarded as an ecological factor.A balance between these factors needs to beachieved to ensure the efficiency of foreign language ecological classroom teaching.However,due to the uncoordinated relationship between the factors in the classroomecological system,the mismatch of energy flow and information flow leads to theimbalance of the system operation,resulting in ecological imbalance.
2.2 Ecolinguistics
From the initial proposal of the concept of ecolinguistics to the establishment ofits disciplinary paradigm,the field has undergone a half-century-long journey.Theidea of linking language and ecology has a long history.As early as the 19th century,historical-comparative linguists discussed the organic nature of language and theecological laws governing language development.However,the formation ofecolinguistics as a discipline began in the 1950s.
2.2.1 Definition of ecolinguistics
The modern Chinese dictionary(7th edition)defines ecology as"the state ofsurvival and development of organisms in a certain natural environment,and alsorefers to the physiological characteristics and living habits of organisms."While thisdefinition stems from traditional ecology,ecolinguistics,as an interdisciplinary fieldbetween ecology and linguistics,has a more comprehensive connotation that inheritssome views of traditional ecology.Ecologist Stibbe(2015)suggested that"ecology inecolinguistics refers to the life-sustaining relationships between humans,humans andother organisms,and humans and the natural environment,to protect the systems onwhich humans and other life forms depend for their well-being."
Chapter Three Theoretical Foundation ......................... 31
3.1 Ecolinguistics ..................................... 31
3.1.1 Ecological niche .......................... 32
3.1.2 Affordance .............................. 34
Chapter Four Research Methodology ......................... 40
4.1 Research Questions ............................. 40
4.2 Research Subjects ................................ 40
4.3 Research Instruments .......................... 41
Chapter Five Results and Discussion ..................... 66
5.1 Results .............................. 66
5.1.1 Results of questionnaires ........................ 66
5.1.2 Results of tests ....................................... 73
Chapter Five Results and Discussion
5.1 Results
In this section,the primary objective is to examine the outcomes derived fromthe questionnaires,tests,and semi-structured interviews.A summary of the dataanalysis process is provided below.The abbreviation'EC'denotes the experimentalgroup,while'CC'refers to the control group.
5.1.1 Results of questionnaires
To address the first research question,which investigates whether eco-linguisticEnglish reading instruction promotes students'reading interest,the authoradministered the same English Reading Interest Questionnaire to both theexperimental and control groups before and after the study.Scores range from 11 to55,with higher scores indicating greater English reading interest.The questionnaireencompasses three dimensions:triggered situational interest,maintained situationalinterest,and individual interest.The following results are presented below.
(1)Results of the pre-questionnaire
Prior to the teaching experiment,a preliminary questionnaire was administeredto both the experimental and control groups.The collected data were subsequentlyanalyzed using SPSS 26.0 software.An independent samples t-test was employed tocompare pre-questionnaire data from the EC and CC,ensuring no significantdifferences in English reading interest existed between the two groups before theexperiment.The results are displayed in Table 5.1.
Chapter Six Conclusions
6.1 Major Findings
From the perspective of ecological linguistics,this study aims to develop anecological linguistics-based English reading teaching model for junior high schoolstudents,assessing its effectiveness in enhancing students'interest in English readingand reading proficiency.Data from questionnaires,tests,and interviews werecollected and analyzed following a three-month teaching experiment,leading toaffirmative answers to the two research questions.
Firstly,the analysis of questionnaire data revealed increased triggered situationalinterest,maintained situational interest,and individual interest among students in theexperimental class following the teaching experiment.In contrast to traditionalEnglish reading classes,the ecological linguistics-based approach treats the classroomas a micro-ecosystem,emphasizing the interactions between teachers,students,andthe teaching environment.It also focuses on symbiotic and competitive relationshipsamong learners,the arrangement and optimization of environmental elements,andoffering students multiple learning opportunities to perceive affordances,expand theirecological learning niche,and ultimately achieve the intended learning content andgoals.By successfully perceiving the affordances provided by teachers,studentsbecome more engaged in classroom activities and recognize their vital role within theclassroom's ecological niche.As a result,their interest in English reading learningincreases.This addresses the first research question,confirming that ecological linguistics-based teaching can effectively enhance students'interest in Englishreading.
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