信息化语境下大学生英语学习的语言生态学研究

分类号：HO单位代码：10183研究生学号：2015812016密级：公开吉林大学硕士学位论文（学术学位）信息化语境下大学生英语学习的语言生态学研究ALinguisticEcologyStudyonCollegeStudents’EnglishLearningintheContextofInformatization作者姓名：马娜专业：外国语言学及应用语言学研究方向：应用语言学指导教师：张凌坤教授培养单位：公共外语教育学院2018年6月\n信息化语境下大学生英语学习的语言生态学研究ALinguisticEcologyStudyonCollegeStudents’EnglishLearningintheContextofInformatization作者姓名：马娜专业名称：外国语言学及应用语言学指导教师：张凌坤学位类别：文学硕士答辩日期：2018年6月5日\n未经本论文作者的书面授权，依法收存和保管论文书面版本、电子版本的任何单位和个人，均不得对本论文的全部或部分内容进行任何形式的复制、修改、发行、出租、改编等有碍。否则作者著作权的商业性使用（但纯学术性使用不在此限），应承担侵权的法律责任。吉林大学硕士学位论文原创性声明本人郑重声明：所呈交学位论文，是本人在指导教师的指导下，独立进行研究工作所取得的成果。除文中己注明引用的内容外，本论文不包含任何其他个人或集体己经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体，均己在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。学位论文作者签名：Ｓ娜曰期：如／２年々月ｆ日\n中文摘要当前的时代是一个信息化的时代。2007年，我国教育部将建设基于计算机和课堂的大学英语教学模式列为改革方向。2010年，《国家中长期教育改革和发展规划纲要》将加快教育信息化进程列为一大发展战略。因此，我国非英语专业的大学英语学习作为语言教育的重要活动深受信息化的影响。信息化影响着大学生英语学习的资源、方式、态度等众多学习因素。大学生在信息化语境下学习英语的情况如何因此成为值得研究的问题。近些年，大部分相关研究都集中于信息化环境下的英语教学改革，从学生角度研究信息化环境下大学生英语学习情况的不多，尤其是定量与定性相结合、大学生课后英语学习的研究更少。此外，从语言生态学这一新兴交叉学科角度研究信息化语境下大学生英语学习的更是少之又少。语言生态学的研究范围十分广泛，其核心研究问题是语言与环境之间的相互作用或相互联系。大学生的英语学习具有生态系统的特征，信息化语境又是大学生英语学习的一大生态环境，因此，本论文以语言生态学为基础研究信息化语境下的大学生英语学习，旨在探究二者关系的同时，为促进大学生英语学习的生态发展给予启示。本研究以吉林大学大学一年级学生共150人为研究对象，采用问卷方式调查与分析大学生计算机使用状况、在多媒体和网络环境下学习英语的动机和兴趣、对网络辅助英语学习态度、利用网络进行自主学习的情况、信息化语境下英语学习的目标、行动、自我评估和信息素养以及对信息化语境下师生及学校的看法，并试图解决以下问题：（1）当今信息化语境下大学生在课内和课外学习英语的状况如何？（2）从语言生态学的角度分析，如果大学生英语学习与信息化语境之间存在失衡现象，其可能的原因是什么。研究发现，大学生对信息化语境下英语学习的兴趣还不够高、欠缺合适的学习方法、策略以及信息技能、利用信息技术手段学习英语的频率低、学习目标不够明确、学习计划的执行力差、在课程中角色被动等。大学生的英语学习与信息化语境之间主要在三个方面存在失衡情况：结构方面，大学生对英语学习兴趣不高、利用技术手段学习英语频率低、在信息化课堂上角色被动与信息化的全面普I\n及失衡；功能方面，大学生欠缺适宜的学习方法、策略及信息技能与信息化所提供的丰富资源及学习方式失衡，大学生学习目标单一与信息化的多功能失衡；输入与输出的能量方面，大学生在信息化环境下投入的精力尚高于输出的英语知识和技能。造成失衡的原因来自学生、英语教师和学校三个方面。主要包括：学生的兴趣动力不足、计划性和耐力差、与他人关于英语学习的交流少、恶性竞争、尚未适应大学英语学习模式以及初入大学变得放松懒散；英语教师的信息素养有待提升、在教学中尚未做到以学生为中心；学校给予的技术及设备支持不够、建立的网上自主学习中心不完善等。通过考察信息化语境下大学生的英语学习现状并分析二者间的失衡情况，有助于帮助学生对自己的学习进行反思，同时利于教师增加对学生的了解并进行针对性的教学；透过可能的失衡原因，学生、英语教师和学校可以各自反思自身的不足并加以改进，以促进大学生在信息化语境下更加生态地学习英语。关键词：大学生的英语学习；信息化；语言生态学II\nAbstractThepresenteraisaninformatizationera.In2007,theEducationMinistryofourcountryputforwardtodevelopacomputer-aidedandclassroom-basedcollegeEnglishteachingmodel.In2010,speedinguptheprocessofeducationalinformatizationislistedasoneofthedevelopmentstrategiesintheNationalMedium-andLong-TermPlanforEducationReformandDevelopment.Asaresult,non-Englishmajors’Englishlearninginourcountry,asamainactivityinlanguageeducation,isdeeplyinfluencedbyinformatization,forexample,thestudents’Englishlearningresource,methods,attitudeandsoon.So,itisnecessaryandinevitabletoresearchthesituationofcollegestudents’Englishlearningintheinformatizationcontext.Inrecentyears,moststudieshavefocusedonthereformofEnglishteachingwithinformatization.Theresearchoncollegestudents’Englishlearningfromtheangleofstudentsisinasmallnumber,especiallytheresearchonstudents’Englishlearningafterclassusingbothquantitativeandqualitativemethods.Moreover,theresearchfromtheperspectiveofthenewinter-disciplinelinguisticecologyisless.Theresearchfieldoflinguisticecologyisquiteextensive,thenuclearresearchquestionofwhichistheinteractionorinterrelationbetweenlanguageandtheenvironment.Undergraduates’Englishlearninghasthefeatureofanecosystem,andinformatizationisitsecologicalenvironment.So,thispaperdoesaresearchonundergraduates’Englishlearninginthecontextofinformatizationbasedonlinguisticecology,aimingtoinvestigatetherelationbetweenthetwofactorsandatthesametimetoenlightentheecologicaldevelopmentofcollegeEnglishlearning.Takingthe150freshmenfromauniversityinnortheastChinaastheresearchsubjects,thisresearchadoptedaquestionnairedesignedbytheauthortoinvestigatetheundergraduates’computerutilization,Englishlearningmotivationandinterest,attitudestowardsnetwork-assistedEnglishlearning,self-learningsituation,learningobjectives,action,self-evaluation,informationaccomplishmentaswellasopinionsontheroleofEnglishteachers,themselvesandtheschoolininformatizationcontext.AtIII\nthesametime,thefollowingquestionsaretriedtobesolved:(1)Nowadays,whatisthesituationofundergraduates’Englishlearninginclassandafterclassintheinformatizationcontext?(2)Accordingtothetheoryoflinguisticecology,whatarethepossiblereasonsforthemifthereareunbalancedphenomenabetweenundergraduates’Englishlearningandinformatizationcontext?Theresultsshowthatintheinformatizationcontext,undergraduates’Englishlearninginterestisrelativelylow;thestudentsarelackofappropriatelearningmethods,strategiesandtechnicalcapacity;theirfrequencyofusingtechnicalchannelstolearnEnglishislow;theyhavenoclearlearningobjectivesorstrongperseverancetofinishtheirstudyplans;andtheirroleinEnglishclassispassive.Therearethreeaspectsofecologicalunbalancebetweenundergraduates’Englishlearningandtheinformatizationcontext:instructure,thereisunbalancebetweentheuniversalspreadingofinformatizationandundergraduates’lackofintrinsicinterestmotivation,lowutilizationoftechnicalchannelsandthepassiveroleinEnglishlearning;infunction,thereisunbalancebetweenthestudents’lackoflearningmethods,learningstrategiesaswellasinformationaccomplishmentofthestudentsandthecolorfulresourceandlearningchannelsprovidedbyinformatization.Besides,thereisunbalancebetweenthemulti-functionofinformatizationandundergraduates’narrowobjectiveinEnglishlearningwithinternet;intheinput-andoutput-energy,theenergythatstudentsinputinEnglishlearninginthecontextofinformatizationisstillhigherthantheEnglishknowledgeandskillstheygain.Therearemainlythreesourcesofthereasonsfortheecologicalunbalance:Fromthestudents’perspective,theyarelackofinterestmotivation,poorplanningcapacityandperseverance;theyseldomcommunicatewithothersonEnglishlearning,andtheymayhaveunhealthycompetitionwiththeirclassmates;theymaynothavebeenadaptivetothenewEnglishlearningmodelsinuniversityandtheymayhavebecomemorerelaxedandeasedafterenteringuniversitylife.FromEnglishteachers’perspective,theyneedtocontinueimprovingtheirinformationaccomplishment;andtheyhavenotmadethestudentsasthecenterinclass.Fromtheperspectiveoftheschool,thetechnicalsupportisstillnotenoughandtheonlineEnglishlearningcentersetupbytheschoolIV\nisstillimperfect.Throughinvestigatingthecurrentsituationofundergraduates’Englishlearningintheinformatizationcontextandanalyzetheunbalancebetweenthem,itishelpfulforthestudentstoreflecttheirownlearning;atthesametime,itishelpfulfortheEnglishteacherstoknowmoreaboutthestudents’learningsoastocarryouttargetedteachingactivity.Accordingtothepossiblereasonsfortheecologicalunbalance,students,Englishteachersandtheschoolcanfindtheirdeficiencyrespectivelytoimprove,thesameaimofwhichistohelpundergraduateslearnEnglishmoreecologically.Keywords:undergraduates’Englishlearning,informatization,linguisticecologyV\nContentsChapterOneIntroduction...........................................................................................11.1ResearchBackground........................................................................................11.2ResearchObjectives..........................................................................................31.3ResearchSignificance.......................................................................................31.4TheOrganizationoftheThesis.........................................................................5ChapterTwoLiteratureReview.................................................................................72.1RelatedStudiesofCollegeStudents'EnglishLearning....................................72.1.1IntheContextwithoutInformatization...................................................82.1.2IntheInformatizationContext..............................................................112.2RelatedStudiesofLinguisticEcology............................................................142.2.1StudiesofLinguisticEcologyAbroad...................................................142.2.2StudiesofLinguisticEcologyatHome.................................................152.3BriefSummary................................................................................................17ChapterThreeTheoreticalBasis..............................................................................183.1DefinitionsofLinguisticEcology...................................................................183.2TheContentsofLinguisticEcology................................................................223.2.1GeneralContents...................................................................................223.2.2RelatedContentswiththeThesis..........................................................233.2.2.1SomeBasicConceptsofEcology...............................................233.2.2.2SomeTheoriesofEcology..........................................................243.3TheTheoreticalRationality.............................................................................273.4BriefSummary................................................................................................28ChapterFourResearchMethodology......................................................................294.1ResearchQuestions.........................................................................................294.2ResearchSubjects............................................................................................294.3ResearchInstrument........................................................................................30VI\n4.4ResearchProcedureandDataAnalysis...........................................................314.4.1DesignoftheResearch..........................................................................314.4.2DataAnalysis.........................................................................................35ChapterFiveResultsandDiscussion........................................................................365.1TheCurrentSituationofUndergraduates'EnglishLearning..........................365.1.1Undergraduates'Motivation,InterestsandAttitudes............................365.1.2Undergraduates'Self-learningSituation................................................415.1.3Undergraduates'Objective,Action,Self-evaluationandInformationAccomplishment.............................................................................................435.1.4Undergraduates'OpinionsontheRoleofEnglishTeachers,ThemselvesandtheSchool................................................................................................455.2UnbalancebetweenUndergraduates'EnglishLearningandtheInformatizationContext........................................................................................485.3PossibleReasonsforEcologicalUnbalance...................................................505.4BriefSummary................................................................................................55ChapterSixConclusion.............................................................................................566.1MajorFindings................................................................................................566.1.1TheCurrentSituationofUndergraduates’EnglishLearning................566.1.2UnbalancebetweentheStudents’EnglishLearningandtheInformatizationContext.................................................................................586.1.3PossibleReasonsforEcologicalUnbalance.........................................586.2ResearchImplications.....................................................................................606.3ResearchLimitations.......................................................................................616.4SuggestionsforFurtherResearch....................................................................61References...................................................................................................................63Appendix.....................................................................................................................67作者简介及科研成果..................................................................................................76Acknowledgments.......................................................................................................77VII\nChapterOneIntroductionChapterOneIntroduction1.1ResearchBackgroundInthisnewera,informationandtechnologyisdevelopingatanamazingspeed.Thisphenomenonisnotindependent.LearningEnglishasaForeignLanguage(EFL),hasbeenandisbeingdeeplyinfluencedbyinformatization.WhatchangesrelatedtoEFLhavetakenplaceinthecontextofinformatization?Thisquestionisrelatedtobothin-classEnglishlearningandoutside-of-classroomlearning.InEnglishclass,theusingofdigitalresourceforEnglishteacherswillcertainlyinfluencestudents’learning.Andthechangesalsoinvolvestudents’self-learningafterclass.Therearemanyconcernedfactorswhichnotonlyincludesomeexternalonesbutalsointernalones.Asfortheexternalfactors,themostobviousoneisthelearningresource,whichisnotmerelyprintingbooksanymore.InformatizationhasbroughtEnglishe-dictionaries,Englishe-books,Englishmoviesandvideos,Englishlearningsoftwares,onlinecoursesofEnglish,socialnetworkingplatformandsoontostudents.Nowadaystherearesomanyhigh-techandconvenientresourcesthatsomeonemaynotevenknowwhichorwhatkindofresourceheshouldapplyonearth.Certainlytheremayalsobesomeonewhoisunavailabletocertainhigh-techresourcesduetoeconomicreasonsorsomethingelse.Asfortheinternalfactors,students’learningmotivation,learningattitudes,learningmethods,managementoftheirtimeandtheirself-controlabilityandsoonmaychangeinthecontextofinformatization.Boththechangesandthefactorsconcernedareworthyofresearchforthesakeofstudents’betterlearningandbetterdevelopmentofforeignlanguageeducation.EnglisheducationasaforeignlanguageinthecontextofinformatizationinChinaindeedhasattractedsomeattentionofresearchers,someofwhomdotheirresearchonEnglishteachingandothersonEnglishlearningfromdifferentperspectivesandbasingonvarioustheories.AsfortheresearchonEnglishlearning,itssignificance1\nChapterOneIntroductionliesintheangleofstudents’learningwhichmayhelptheteacherstoavoidjustteachingregardlessoftheactuallearningsituationofstudents.Previously,somescholarsinvestigatedEnglishlearningfromcertainsingleaspect,suchasstudents’learningmotivationorlearningstrategiesofEnglishlearning.Withthechangingoflearningenvironment,somescholarsputtherelatedresearchinthecontextofinformatization.Andthetheoreticalbasesofmostresearchersareonlearningtheorieswhichareconcernedwithstudentsdirectly.ComparedwiththeresearchonEnglishteaching,thereislittleresearchonthewholesituationormodelofstudents’Englishlearninginthecontextofinformatization.Thoughitisarealitythatthereareindividualdifferencesonlanguageacquisition,theresearchhasitsvalueforthedevelopmentofEFLjustasthatofTeachingEnglishasaForeignLanguage(TEFL).Linguisticecology(ecologicallinguistics)isanewinter-discipline,oneofwhosebasictasksistoresearchtheinterrelationshipbetweenlanguageandthesocialenvironmentinordertoservetheecologicalcivilizationconstructionofhumanbeingultimately(Feng,2013).Asitisanewdisciplinewithinsufficientdevelopmentbutgreatsignificance,therearestillmanyquestionsandtopicsrequiringfurtherstudyfromtheviewoflinguisticecology.AsforEnglishacquisitionasaforeignlanguageinChina,thereislittlerelatedresearchandmoststudyisconcentratedonEnglishteachingsofar.ThroughstudyingtheinterrelationshipbetweenEnglishlearningandtheconcernedenvironment,researchonEFLfromtheperspectiveoflinguisticecologyisarelativelynewpointwhichisaimedatbettersituation,effectanddevelopmentofEFL.Againstthebackgroundabove,thisthesispaysattentiontoChinesecollegestudents’Englishlearningasaforeignlanguageinthecontextofinformatizationfromtheperspectiveoflinguisticecology.ThroughresearchingthepresentsituationandrelationshipbetweenEnglishlearningandinformatization,thisresearchisdesignedtostimulatebetterdevelopmentofEFLinthenewera.2\nChapterOneIntroduction1.2ResearchObjectivesBasedonresearchbackgroundinthepreviouspart,thisthesisresearchesthenon-English-majorcollegestudents’Englishlearninginthecontextofinformatization.Andthereareseveralobjectivesfortheresearchasfollows.First,thethesisisdesignedtoinvestigatethepresentsituationofEFLasforcollegestudentsinthecontextofinformatizationwhichprovidesthemlargevarietiesofnetworkingwaystogainEnglish.Itisquitenecessarytodothisresearchduetomanyreasons.Forexample,teachersshouldknowaboutthelearninghabitsorsomelearningproblemsabouttheirstudentssoastochoosebettermethodstoteachthemEnglishandmaybegivethemsomesuggestionsaccordingly.Asaresult,thisthesismayhelpprovidecertainviewaboutEFLnowadaysforsomeEnglishteachers.Andtheycanmakefurtherstudiesaswellifnecessary.Second,theultimategoalofthisthesisistohelpcollegestudentsbetterapplyingtheinformatizationcontexttoachievebetterEnglishlearning.Basedonthepresentsituationofcollegestudents’Englishlearning,thisthesisattemptstoanalyzetherelationshipbetweenEnglishlearningandinformatizationcontexttoseewhetherunbalanceexistswhichisnotgoodforcollegestudents’Englishlearning,andthenmeasuresmustbetaken.1.3ResearchSignificanceThescholarFanJunjun(2005)inChinapointsoutthattherearemainlytworesearchfieldsoflinguisticecology:oneisapplyingtheecologytheorytoinvestigateallpossiblefactorsinfluencinglanguagefunction,tostudytheecologicalenvironmentoflanguageforsurvivalanddevelopmentandtoassessthevitalityanddevelopmentsituationofvariouskindsoflanguages;theotheristodomicroresearchonutteranceordiscoursetoanalyzenonecologicalfeaturesoflanguagesystemandlanguageusing.Thisthesisistostudycollegestudents’Englishlearninginthecontextofinformatizationthroughapplyingrelatedecologytheory.Informatizationistheinfluencingfactor,andcollegestudents’Englishlearningsituationistheobjectofthestudy.So,thisthesisbelongstothefirstfieldaccordingtoFanJunjun.3\nChapterOneIntroductionAsfortheresearchsignificanceofthisthesis,itcontainstwosides.Thefirstinvolvesthetheoreticalaspect.Sincethetwentiethcentury,especiallysincethehumansocietyenteredtheneweraofecologicalcivilizationconstruction,thematerialandspiritualcivilizationofhumansocietyhavebeenhighlydeveloped,thelivingconditionandsocialenvironmenthavebeenonchangingsharply,theinternetsystemofhumanlanguagehavealsobeenreformedcontinuously,andgraduallyallkindsofproblemsinlanguageworldbecamecomplicatedandobvious.Asaresult,itbecameacommonwishforhumantobuildbetterlanguageecologyenvironment.Itisinthiskindofcontextthatlinguisticecologycameintobeing(Feng,2013).Butnowadayslinguisticecologyasaquitenewdiscipline,itsbasicsystemhasnotformedcompletelyanditsbasictheory,nature,contentandmethodsandsoonarestillbeingresearchedcontinuously.Linguisticecologyisadisciplinewithnotonlycolourfulbutcomplexcontents.Thoughitisaninter-disciplineoflinguisticsandecology,itisnotabriefcombinationofthetwodisciplines;instead,itinvolvesmanyproblems.So,researchinglinguisticecologyfromdifferentperspectivesorbyapplyingvariousmethodsmaydeepenpeople’sunderstandingofthisdisciplineandatthesametimepromoteitsprogresstoformaparticulardisciplinesystem.Thisthesisisapplyingconcernedtheoriesoflinguisticecologytostudycollegestudents’Englishlearninginthecontextofinformatization,so,itishopedthatthisthesiscanmakeahumbleeffortfortheenrichmentanddevelopmentoflinguisticecologyfromlanguagelearningperspective.Thesecondsideofresearchsignificanceisthepracticallevel.Theresearchfieldoflinguisticecologyisquiteextensive,anditsreasonliesinthatlinguisticsandecologythesetwodisciplinesalsocontainanumberofbranch-disciplinesrespectively.Languageacquisitionisrelatedtolinguisticsdirectly,butfromtheperspectiveofecology,Englishlearningitselfisalsoanecologicalsystem.Besides,inthecontextofinformatizationnowadays,ithasbeenquitecommonformultimediateachinginclassandnetworkcontactandlearningforcollegestudentsoutofclass.Againstthiskindofbackground,itisaquestionthatnecessarytostudywhethertheecologicalsystemofcollegestudents’Englishlearningisinbalancesituation.Comparingwithmost4\nChapterOneIntroductionpreviousresearchonEnglishlearning,theperspectiveoflinguisticecologyisarelativelynewanglewhichpaysmoreattentiontotheecologicaldevelopmentofEFL.Asaresult,thisresearchisofimportanceforthedevelopmentofEnglishlearninginthecontextofinformatizationaswellasbettersecondlanguageacquisition.1.4TheOrganizationoftheThesisThisthesisincludesfivechapterstotally.Thefirstchapterisageneralintroductionwhichcontainstheresearchbackground,researchobjectives,researchsignificanceandtheframeworkofthethesis.Thesecondpartreviewstheinlandandabroadresearchonlinguisticecologyandtherelatedresearchoncollegestudents’Englishlearning.Chapterthreepresentsthetheoreticalbasis——linguisticecologyindetail,includingitsdefinition,itsgeneralcontents,theconcernedtheorieswiththisthesisandthetheoreticalrationality.Thefourthsectionisresearchmethodology,whichshowsresearchquestions,researchsubjects,researchinstrument,researchprocedureanddataanalysisrespectively.Thefifthchapter,thebodypartofthethesis,isconsistedofresultsanddiscussion.Basedonthedata,collegestudents’Englishlearningmotivation,learninginterests,attitudes,self-learningsituation,objectives,action,selfevaluation,informationaccomplishmentandopinionsontheroleofEnglishteachers,themselvesaswellastheschoolinthecontextofinformatizationareanalyzed.Thentheecologicalunbalancebetweencollegestudents’Englishlearningandinformatizationisdiscussed.Besides,thereasonsarealsodiscussedbasedonlinguisticecology.Thelastchapterconcludesthemajorfindings,theresearchimplications,researchlimitationsofthethesisandsuggestionsforfurtherresearch.Theframeworkofthefifthchapterisasfollows:5\nChapterOneIntroductionTable1.1AframeworkofanalysisanddiscussioninchapterfiveAnalysisofCollegeStudents’InformatizationEnglishLearningintheContextofInformatizationEnglishE-DictionariesMotivationEnglishE-BooksInterestsEnglishMoviesAttitudesEnglishVideosSelf-LearningSituationEnglishLearningSoftwaresObjectivesOnlineCoursesofEnglishActionSocialNetworkingPlatformSelf-Evaluation............AnalysisofUnbalancedPhenomenaReasonsBasedonLinguisticEcology6\nChapterTwoLiteratureReviewChapterTwoLiteratureReviewInthepreviouschapter,ageneralintroductionisshown,fromwhichwehaveknownthebasicpointsofthethesis.Inthischapter,relatedstudiesofcollegestudents’Englishlearningandpreviousstudiesoflinguisticecologyarereviewedforthenecessityofthethesis.Researchontheformerispresentedfirstaccordingtotwodifferentcontexts——thenon-informatizationoneandtheinformatizationone.Andthenstudiesonlinguisticecologybothabroadandathomearereviewed.2.1RelatedStudiesofCollegeStudents'EnglishLearningCollegestudents'EnglishlearningisoneofthebiggestconcernsofcollegeEnglishteachersorresearchers.AccordingtothedatainCNKI,intherecenttwentyyears,academicconcernofcollegestudents’Englishlearninghasbeenincreasinggraduallyfrom1997to2011andbecamerelativelysteadyfrom2011to2016withahigherlevelthanbeforeinthemass.Thisexplainsthatwithtimegoingonfromthetwentiethcenturytothetwenty-firstcentury,collegestudents’Englishlearninghasgottenmoreandmoreattentionandeveninthenewerathistopicisstillworthyofbeingstudiedbymanyresearcherswithhigh-levelattention.Table2.1Academicconcernofcollegestudents’EnglishlearninginCNKIAsfortheresearchcontentsaboutcollegestudents’Englishlearninguntilnow,therearevariouskindsofsituation.Next,theyarepresentedbythefollowingtwocontextsfirst.Thefirstisinthecontextwithoutinformatization,andtheotherisinthe7\nChapterTwoLiteratureReviewinformatizationcontext.2.1.1IntheContextwithoutInformatizationInthecontextwithoutinformatization,therearestillmanyotherkindsofsituationabouttherelatedresearchofthisthesis.Inthispart,relatedstudiesathomeandabroadwillbereviewedaccordingtocollegestudents’Englishskillsandlearningcontents,differentaspectsofEnglishlearning,researchfromecologyoreducationalecologyperspectivesandstudiesfromlinguisticecologyperspectiverespectively.Firstly,EnglishskillsandlearningcontentsarethebasicelementsofEnglishlearning;asaresult,researchoncollegestudents’EnglishskillsisoneofthehottesttopicsabouttheirEnglishlearning.ItisknownthattherearemainlyfivekindsofskillsofEnglishacquisitiontobegained,i.e.listening,speaking,reading,writingandtranslation.EachkindoftheskillshasattractedalotofattentionforbetteracquisitionandapplicationofEnglishbothathomeandabroad.Forexample,athome,PanZhixin(2006)investigatedtheEnglishlisteningneedsofcollegestudents,ZhouZhinan(2006)madeanempiricalresearchonChinesecollegestudents’Englishspeakingstrategies,WangLingandHeNing(2001)madeaninvestigationandresearchonnon-Englishmajorstudents’out-of-classEnglishreading,andLiRuilinandHeYing(2011)researchedprojecttranslationlearningmodefromtheperspectiveoflearningsciences.Asforabroadresearch,JayaNurIman(2017)studiedtheimpactofdebateonspeakingskill,SeyedHassanTalebi(2015)investigatedthecombinedeffectsoflinguisticproficiencyandstrategiesonsuccessfulreading,RohfinAndriaGestanti(2017)describedhowtheuseofstrategiesinfluencenon-Englishdepartmentstudents’listeningachievement,MyunghwanHwangandHee-KyungLee(2017)developedandvalidatedanEnglishwritingstrategyinventory(EWSI)thatmeasuresEnglishwritingstrategiesatthetertiarylevel.TheseareonlyexamplesaboutonecertainaspectofcertainEnglishskill.Exceptfortheseaspects,therearestillmanyotherstudiesonvariousproblemsofdifferentEnglishskillsandevenfromdifferentperspectives.Anditisinvolvedinthefollowingpoint.8\nChapterTwoLiteratureReviewSecondly,studiesonvariousaspectsofEnglishlearningarethemostbothinquantityandinvariety.AspectswithmostattentioninthecontextwithoutinformatizationmainlyinvolveEnglishlearningmotivation,learningbeliefs,learningstrategies,learningattitudes,learningbehavior,learninganxiety,learningeffect,learningburnout,theinfluencingfactorsoflearningEnglishsuchaslinguistictransferandlearningenvironment,thementalityoflearningEnglishaswellasautomaticlearningofEnglish.Amongtheseaspects,eachaspectmayberesearchedingeneral.Forinstance,WenQiufangandWangHaixiao(1996)analyzedEnglishlearningconceptsandstrategiesofcollegestudents,GaoYihongandsoon(2004)studiedthesocialmentalityofChinesecollegestudents’Englishlearning,XuJinfen(2007)researchedthetheoryandpracticeofcollegeEnglishautomaticlearning.ThesestudiesaremacroscopicresearchondifferentaspectsofEnglishlearning.Ontheotherhand,thosevariousaspectsofEnglishlearning(i.e.Englishlearningmotivation,learningbeliefs,learningstrategies,learningattitudes,learningbehavior,learninganxiety,learningeffect,learningburnout,theinfluencingfactorsoflearningEnglish,thementalityoflearningEnglishaswellasautomaticlearningofEnglish)arealsostudiedtogetherwithcertainmicroelementsofEnglishlearningsuchasdifferentskillsofEnglish,besides,theinterrelationshipofcertainaspectsarealsoresearched.Forexample,DuFuxing(2004)researchedtherelationbetweenlearningmotivationandcollegeEnglishwriting,GuoYanandXuJinfen(2014)researchedspeakinganxiety,listeninganxiety,readinganxiety,writinganxietyaswellasEnglishclassanxiety,TangYifei(2002)studiedtherelationshipbetweenself-regulationbehaviorofEnglishlearningandEnglishgradesofcollegestudents,LiKunandYuLiming(2008)researchedtherelationamongcollegeEnglishlearningmotivation,self-efficacyandreasonsaswellasautomaticlearningbehaviorandsoon.ThesekindsofstudiesallpayattentiontocertaindetailormicroscopicelementsofEnglishlearning.Thevalidityandquantityofthesestudiesaresolargethattheycannotbeillustratedinextremedetailhere.AbroadstudiesonvariousaspectsofEnglishlearningarealsofruitful.Forinstance,TerenceOdlin(2005)madearesearchoncross-linguisticinfluencein9\nChapterTwoLiteratureReviewlanguagelearning,Dickinson(1993)talkedaboutaspectsofautonomouslearning,AlexBoulton(2017)researchedcorporainlanguageteachingandlearningandsoon.Thirdly,studiesoncollegestudents’Englishlearningfromtheperspectiveofecologyoreducationalecologyarestilllimitedandrelativelyfewuptonow.Thereareafewrelatedworksabroad.LeovanLier(2004)triedtogiveacoherentandconsistentoverviewofwhatanecologicalapproachtolanguagelearningmightlooklikeinhisworkTheEcologyandSemioticsofLanguageLearning——ASocioculturalPerspective,andheattemptstoprovidearationalefortakinganecologicalworldviewandapplyingittolanguageeducation.ThoughLeo’sworkisnotaresearchthatfocusesoncollegestudents’Englishlearning,itprovidesrelatedvaluableviewandideas.LanguageAcquisitionandLanguageSocialization:EcologicalPerspectiveseditedbyClaireKramsch(2002)isbasedonthepapersgivenataworkshopthatwasheldonMarch17-19,2000attheUniversityofCaliforniaatBerkeley.Thebookisanattempttogobeyondthefactsandinformationandtofindadifferentwayoftalkingabouttheinteractionoflanguagelearnersandlanguageuserswiththeirnaturalenvironment.EcologyofLanguageAcquisitioneditedbyJonathanLeatherandJetvanDam(2003)isalsoavolumeofpapers.Amongthethesis,JonathanLeatherandJetvanDam’sTowardsanecologyoflanguageacquisitionandMarkFettes’sCriticalrealism,ecologicalpsychology,andimaginedcommunities:FoundationsforanaturalisttheoryoflanguageacquisitionareespeciallyrelatedtoecologyoflanguageacquisitionwhichisvaluablefortheresearchonecologyofEFL.Athome,EducationalEcologyofWuDingfuandZhuWenwei(1990)isthefirstmonographofapplyingecologyapproachtoeducation,whichstartsaquitenewviewforeducationscience.ThenstudiesonEnglishlearningandteachingfromeducationalecologyperspectiveorecologyperspectivebecamemoreandmoregradually.ButmostecologicaloreducationalecologystudiesfocusonEnglishteachingespeciallyonEnglishclassconstruction.SomeresearchalsopaysattentiontotheecologicaldevelopmentofEnglishteachingprofession.However,thereisfewresearchonEnglishlearningfromecologyoreducationalecologyperspective.AlimitedexampleisthatWuYue(2015)researchedtherelationbetweenEFLwritingtestand10\nChapterTwoLiteratureReviewassessmentmigrationconceptandsystemfromtheperspectiveofecology.Itisobviousthattheresearchfieldanddeptharestillverylimitedandremaintobefurtherstudiedmoreextensivelyanddeeply.Fourthly,thesituationofrelatedstudiesfromtheperspectiveoflinguisticecologyisevenworsethanthatfromtheperspectiveofecologyoreducationalecologynomatterathomeorabroad.Athome,therearesomeecolinguisticstudiesfocusingonEnglishteachingsofar.Forexample,ShenYingmei(2008)researchedforeignlanguageteachingfromtheperspectiveofecolinguistics.ButitisquitedifficulttofindresearchoncollegeEnglishlearningfromlinguisticecologyperspectiveinthecontextwithoutinformatization.AbroadresearchonEnglishlearningasaforeignlanguagefromlinguisticecologyperspectiveisalsoquitelimited.Forinstance,RyukoKubotaandSandraMckay(2009)didaresearchontheroleofEnglishinthelocallinguisticecology,whosesubjectsarenotcollegestudentsbutnon-Englishspeakingimmigrants;PeterSiemund,MonikaEdithSchulz,andMartinSchweinberger(2014)researchedthelinguisticecologyofSingaporethroughacomparisonofcollegeanduniversity,whichmainlyfocusesontherelationshipbetweenEnglishandotherofficiallanguagesoftheRepublicwithintheindividualspeakerinsteadofEnglishlearningitself.2.1.2IntheInformatizationContextWiththedevelopmentofinformationandtechnology,theenvironmentandconditionofEnglishlearningforcollegestudentshavechangedgreatly.Collegestudents’Englishlearningsituationandpresentationhavealsochangedcorrespondingly.Inordertofitinwiththesechanges,moreandmoreresearchersandEnglishteachersarepayingattentiontotherelatedtopicsandproblemsaroundinformatizationandEnglishlearning.Justastheconditioninthelastpart,thissectionalsoreviewsrelatedstudiesaccordingtocollegestudents’Englishlearningskillsandlearningcontents,differentaspectsofEnglishlearning,researchfromecologyoreducationalecologyperspectivesandstudiesfromlinguisticecologyperspectiverespectively.Thedifferentfactoristhecontext——informatization.11\nChapterTwoLiteratureReviewFirstly,inthecontextofinformatization,studiesonEnglishskillsandlearningcontentshavecaughtupwiththestep.Athome,forinstance,asforEnglishlisteningskill,ZhuXiaoshenandDengJuntao(2011)madeanempiricalresearchonEnglishlisteningautomaticlearninginthecontextofinternet;aboutEnglishspeakingskill,ZhouYun(2013)studiedtheapplicationofvideosandblogsinout-of-classEnglishspeakingtraining;regardingEnglishwritingskill,HuangYongandLiQingming(2006)discussedautomaticEnglishwritingmodelinthecontextofinternet,andsoon.EachkindofEnglishskillhasbeenresearchedinthecontextofinformatization,includingempiricalresearchandapplicationresearch.Regardingabroadresearch,PhilipMurphy(2010)studiedtheeffectsofcomputer-mediatedfeedbackandinteractionviacomputer-mediatedcommunicationonEnglishreadingexercise,FidelÇakmakandGülcanErçetin(2018)researchedtheeffectsofmultimediaglossesontextrecallandincidentalvocabularylearninginamobile-assistedL2listeningtask,SedighehTalakoub(2018)investigatedtheeffectofmobilesocialnetworkingasasupplementarystrategyonEFLlearners’writingability,andsoon.AbroadstudiesonEnglishskillsorEnglishcontentlearningarealsoverycolorful.Secondly,informatizationhasalsorenewedtheresearchondifferentaspectsofEnglishlearning.Athome,forexample,regardingautomaticlearningofEnglish,GuoYanandQinXiaoqing(2009)investigatedattitudeandbehaviorofnon-EnglishmajorsinautomaticlearningofEnglish;asforEnglishlearningbehaviorinthecontextofinformatization,LiXueshunandMaWulin(2010)madeacasestudyinYangtzeNormalUniversity;besides,ShaoXinguangandZhangFake(2008)researchedcollegestudents’learninganxietyininformatizationcontext,andsoon.Itisshowedthatinthecontextofinformatization,studiesondifferentaspectsofEnglishlearningarealsoquiteextensiveuntilnow,butthequantityisrelativelysmallerthanthatinthecontextwithoutinformatization.AbroadstudiesondifferentaspectsofEnglishlearningarealsoquitefruitful.Forexample,ElviraPopescu(2010)investigatedaunifiedlearningstylemodelfortechnologyenhancedlearning,PanagiotisPanagiotidis(2012)andRobert12\nChapterTwoLiteratureReviewGodwin-Jones(2009)researchedtherelationshipbetweentechnologiesandPersonalLearningEnvironments(PLE),IrisReychavandRogerMcHaney(2017)madeanempiricalinvestigationontherelationshipbetweengenderandmobiletechnologyuseincollaborativelearningsettings.Thirdly,intheinformatizationcontext,studiesoncollegestudents’Englishlearningfromtheperspectiveofecologyoreducationalecologyareevenlessthanthoseinthecontextwithoutinformatization.Meanwhile,moststudiesalsocenteronEnglishclassroomorEnglishteaching,forinstance,LiuChangjiang(2014)andChenJianlin(2006)studiedEnglishclassroomandteachingfromecologyoreducationalecologyperspectivewithdifferentfocuses.Amongthem,LiuChangjiangdidadetailresearchofEnglishclassroominthecontextofinformatizationfromtheperspectiveofecologyinhismonographAStudyonCollegeEnglishClassroomEcologyintheContextofInformatization,andYangLiu’sstudyfocusedontranslationclassroom.ThereareonlyafewstudiesonEnglishlearningnotonlyintheinformatizationcontextbutalsofromecologyoreducationalecologyperspective.ZhangMulinandGuanDehua(2016)studiedthepositioningandupgradingofself-learningcenterofcollegestudentsinthistransitionalperiodofcollegeEnglishfromeducationalecologyperspective.ZhaoXueaiandSunJing(2012)investigatedandanalyzednon-Englishmajorstudents’learningadaptabilityintheweb-basedlanguagelearningenvironmentbasedonthetheoryofeducationalecology.WeiJing(2012)studiedtheimprovementofecologicenvironmentforEnglishonlinelearning.Asforstudiesabroad,relatedstudiesarealsofewandlimited.LeovanLier’s,WanShunEvaLamandClaireKramsch’spapers,whicharecollectedinEcologyofLanguageAcquisitioneditedbyJonathanLeatherandJetvanDam(2003),areconcernedwithecologicalsecondlanguageeducation.LeovanLierexploredtheuseoftechnologyinlanguageclassroomespeciallytheintegrationoftechnologyintoproject-basedteachinginanecologicalview;WanShunEvaLamandClaireKramschexaminedtheecologyofanSLAcommunityinacomputer-mediatedenvironment.Lastbutnotleast,studiesoncollegestudents’Englishlearningfromtheperspectiveoflinguisticecologyaswellasintheinformatizationcontextarestill13\nChapterTwoLiteratureReviewquitefewnomatterathomeorabroad.2.2RelatedStudiesofLinguisticEcologyLinguisticecology,whichisalsocalledecolinguisticsatpresent,isanewinter-disciplineoflinguisticsandecology.Thebasicsystemofthisdisciplinehasnotformedyet,anditsfundamentaltheory,nature,contents,methodsandsoonarestillbeingresearched,besides,thereisnounifiedopiniontowardsitsdisciplinesubordination,either.Oneofthedefinitepointsisthatthecoreresearchissueoflinguisticecologyistheinterrelationshipandtheinteractionbetweenlanguageandenvironment(FengGuangyi,2013).AccordingtoZhouWenjuan(2017),togetabird’s-eyeviewofthedevelopmentofecolinguistics,therearethreeglobalwavesofecolinguisticsduringthepast40years:thefirstisorthodoxwavefrom1970sto1990s,whichinvolvestwothesis——oneisTheEcologyofLanguageofHaugen(1972,2001),andtheotherisNewWaysofMeaning:TheChallengestoAppliedLinguisticsofHalliday(1990,2001).Thesecondwaveisdivergentwaveduringthepast20years.Andthethirdoneisunifiedwavehappenedrecently.Thefollowingaresomespecificstudiesonlinguisticecologybothabroadandathome.2.2.1StudiesofLinguisticEcologyAbroadLinguisticecologyhasgottenearlierandmoreattentionaswellasresearchinabroad.Anduntilnow,ithasbeenoverfortyyearsforforeignstudyonlinguisticecology.TheearliestreferencetoecologicallinguisticsIhavebeenabletofindisinTrim(1959)’spaperonlanguagehistoryandchange.C.F.Voegelin(1967)thenusedtheterminologylanguageecologyandviewedthelanguageenvironmentwhichreflectsthecomplicatedrelationbetweenlanguageandtheoutsideworldaslanguageecology.E.Haugenwasthefirsttoputforwardandusetheconceptoflanguageecologyin1970s,andheadvocatedtoresearchtheinteractionandinterrelationbetweenanyspecificlanguageandtheenvironmentinhispaperTheEcologyofLanguage,besides,hemadeametaphoricalanalogybetweenlanguageenvironmentandorganism’secologyenvironment.14\nChapterTwoLiteratureReviewLateron,themetaphoroflanguageecologybegantobeacceptedbymoreandmorelanguageresearchersgradually.Morelinguistsstartedtoresearchrelatedtopics,so,aseriesofworksoflinguisticecologywereborn,forinstance,AdamMakkai(1992)’sEcolinguistics:TowardaParadigmfortheScienceofLanguage,Signs,LanguageandCommunicationofHarris(1996),P.Mǜhlhäusler(1996)’sLinguisticEcology:LanguageChangeandLinguisticImperialisminthePacificRegion,NewWaysofMeaning:TheChallengetoAppliedLinguisticsofHalliday(2001),MultilingualLanguagePoliciesandtheContinuaofBiliteracy:AnEcologicalApproachofHornberger(2002),LeovanLier(2004)’sTheEcologyandSemioticsofLanguageLearning——ASocioculturalPerspective,DavidBarton(2007)’sLiteracy:AnIntroductiontotheEcologyofWrittenLanguage,SalikokoMufwene(2011)’sTheEcologyofLanguageEvolution.Mostoftheseuseecologyasametaphorinamacrosense.ItshouldbepaidattentionthatArranStibbe’sEcolinguistics——Language,EcologyandtheStoriesWeLiveBypublishedin2015isregardedastherepresentationofthelatestprogressinecolinguisticsarea.Thisworktooktheinterrelationbetweenecologyandlanguageasthecore,broughtthethoughtsofdifferentdisciplineslikephilosophy,sociology,ecologyandlinguisticsandsoontogether,anddidcreativeresearchonthelinguisticanalyzingframeofecologicalawarenessandecologicaltextsbycombiningabundantexemplification.Besides,therearetwoinfluentialwebsites——oneishttp://www.kfuni-graz.atbuiltbyFillandtheotherishttp://www.ecolinguistics-association.orgestablishedbyStibbe.Thereisalsoaninfluentialinternationalacademicorganization——InternationalAssociationofEcolinguisticssetupin2016.2.2.2StudiesofLinguisticEcologyatHomeAsfortheresearchathome,theearliestscholartowardslinguisticecologyshouldbeZhengTongtao(1985).Hestudiedtherelevanceprincipleoflanguagebyaprimaryexplorationoflinguisticecologyview.ThenanotherscholarisLiGuozheng,whoadvocatedtoapplythetheoryandthemethodoflinguisticecologytoresearch15\nChapterTwoLiteratureReviewtheissuesoflanguageandemphasizedtheattentiontotheecosystemoflanguagein1987.ThelinguisticecologyresearchofLiGuozhengmainlyfocusesonChinese.Itisapitythattheirresearchdidnotattractmuchattentionatthattime.Afterwards,untiltheearlytwenty-firstcentury,linguisticecologyreappearedintheresearchfieldofmoreandmoreresearchers.Huangxing,FanJunjun,XiaoZihui,CaiYongliang,FengGuangyi,HuangGuowenandsoonpublishedsomeworksonthisdisciplinerespectively.Amongthem,themonographofFengGuangyi——AnIntroductiontoLinguisticEcologypublishedin2013presentsageneralintroductionoflinguisticecology,languageecosystemitself,aswellastherelationbetweenlanguageecologywithlanguagecontact,languageusers,nationallanguagepolicy,languageattitude,languageapplicationandecologicalculturalconstructionrespectively.So,itisofgreatimportanceinthedevelopmentandformationoflinguisticecologysystem.In2016,KongJiangping,WangMaolin,HuangGuowen,MaiTao,XiaoZihuiandYangFengjointlypublishedTheMeaning,PresentSituationandMethodofLinguisticEcologyResearch,andeveryoneofthemresearcheddifferentaspectsoflanguagefromtheperspectiveoflinguisticecology.AccordingtotheinvestigationofFengGuangyi(2013),inrecentyears,papersonlinguisticecologymainlyinvolvegeneralexpositionoflinguisticecologytheory,theissueofnationallanguagepolicy,theissueoflanguageteaching,theissueoftranslation,Chineseanditsapplication,aswellastheecologyofminorities’languageandculture.Allinall,linguisticecologyisgettingmoreandmoreattentionathomewhileitisstillintheprototypestage.Asfortheresearchfieldanddirection,therearemainlytwomodelsofecolinguisticresearch——HaugenmodelandHallidaymodel.ZhaoRuihuaandHuangGuowen(2017)pointedthatbefore2013,mostresearchersathomewerefollowingHaugenmodel,andtheespecialreflectionisnumerousstudiesonminorities’languageinvestigationandprotection.Butsince2013,moreandmoreresearchershavebeenpayingattentiontotheimportanceofinvestigatingtherelationbetweenlanguageandenvironment.16\nChapterTwoLiteratureReview2.3BriefSummaryInthischapter,relativestudiesofcollegestudents’Englishlearningaswellaslinguisticecologyarereviewedrespectively.Besides,thegeneralresearchsituationonthecombinationofthetwoelementsisalsopresentedin2.1,includingthosebothinthecontextwithoutinformatizationandtheinformatizationcontext.Thesituationisthatuntilnow,linguisticecologystudiesoncollegestudents’EnglishlearninginbothcontextsarestillquitefewandmoststudiesonlanguageeducationconcentrateonEnglishteaching.ButthisdoesnotmeanthestudiesonEnglishlearningfromthelinguisticecologyperspectivehavenottheirsignificance.Onthecontrary,theresearchontherelationshipbetweenlanguageandenvironmentisbecomingmoreandmoreimportant,andrelativestudiesshouldbecarriedoutstepbystepnotonlyfortheecologicaldevelopmentofcollegestudents’Englishlearningasaforeignlanguageintheinformatizationera,butalsofortheestablishmentanddevelopmentoflinguisticecology.Atthesametime,onlyresearchingfromthestudents’anglecanitstimulatetheimprovementofEnglishlearningdirectlyandtheperfectionofEnglishteachingindirectly.Asaresult,itcanbeamicrostepthatisbeneficialtothemutualdevelopmentofEnglishlearningandteaching.17\nChapterThreeTheoreticalBasisChapterThreeTheoreticalBasisThischapterwillintroducelinguisticecology,includingitsdefinition,itsgeneralcontentsandrelatedcontentstothispaper.Atlast,therewillbeananalysisaboutitsrationalityforthisthesis.3.1DefinitionsofLinguisticEcologyAslinguisticecologyhasnotformedasystemtotally,therehasn’tbeenunifiedideaaboutthedefinitionoflinguisticecologyyet,either.ThedefinitionoflinguisticecologyinLongmanDictionaryeditedbyJackC.Richards(2010)is:Linguisticecology:alsoecologyoflanguage,abranchoflinguisticsthatusesthemetaphorofanecosystemtodescriberelationshipsandinteractionamongthelanguagesoftheworldandthegroupsofpeoplewhospeakthem.Thisisarelativelygeneralizeddefinition,whiletherearesomedifferencesfromthoseofcertainlinguists.Certainpopularideasforlinguisticecologyareasfollows.First,byfollowingthedevelopmentclueoflinguisticecology,let’sseewhatlanguageecologyis.Haugen(1972)definedlanguageecologyasthestudyof‘interactionsbetweenanygivenlanguageanditsenvironment’,whichhecomparedtotheecologicalrelationsbetweencertainspeciesofanimalsandplantsinandwiththeirenvironment.So,itisobviousthatecolinguisticsbeganwithametaphor.Haugen(ibid.)pointsthatpartoftheecologyoflanguageispsychological:itsinteractionwithotherlanguagesinthemindsofbi-andmultilingualspeakers;andanotherpartofitsecologyissociological:itsinteractionwiththesocietyinwhichitfunctionsasamediumofcommunication;besides,theecologyofalanguageisdeterminedprimarilybythepeoplewholearnit,useit,andtransmitittoothers.ItcanbeinferredfromHaugen’sideathatresearchingfromthelanguageusersorlearners’viewwhouseorlearnthelanguageisofimportance.Asforthelinkbetweenlanguageandecology,therewasanotherkindwhichwassetupbyMichaelHallidayin1990,whenhewasspeakingattheAILAconferencein18\nChapterThreeTheoreticalBasisThessaloniki.He(1990)stressedtheconnectionbetweenlanguagesontheonehandandgrowthism,classismandspeciesismontheother,admonishingappliedlinguistsnottoignoretheroleoftheirobjectofstudyinthegrowthofenvironmentalproblems.Sincethen,twoapproachestoecolinguisticsformedwhichcanbeassociatedwiththetwoauthorsmentioned:(1)‘ecology’isunderstoodmetaphoricallyandtransferredto‘language(s)inanenvironment’(Haugen1972).(2)‘ecology’isunderstoodinitsbiologicalsense;theroleoflanguageinthedevelopmentandaggravationofenvironmental(andothersocietal)problemsisinvestigated;linguisticresearchisadvocatedasafactorintheirpossiblesolution(Halliday1992).TheecologicalmetaphorinviewofPeterMühlhäusler(2003)isactionoriented.Hethinksthattheecologicalmetaphorshiftstheattentionfromlinguistsbeingplayersofacademiclanguagegamestobecomingshopstewardsforlinguisticdiversity,andtoaddressingmoraleconomicandother‘non-linguistic’issues.AlwinFill(2001)definedecolinguisticsasastudywhichgoesfarbeyondsyntax,semanticsandpragmaticsandwhichthereforerequiressomenewtheorizingaswellasinnovativeideasconcerningempiricalinvestigation.Besides,Fillproposedthattherangeofecolinguisticsisquitewide,sinceitimposesthefollowingtasksonthedisciplineoflanguagestudy:(1)thefindingofappropriatetheoriesoflanguage;(2)thestudyoflanguagesystemsaswellasoftexts;(3)thestudyofuniversalfeaturesoflanguagerelevanttotheecologicalissue;(4)thestudyofindividuallanguageswithregardtosuchfeatures(withthepossibilityofcontrastiveapproaches);(5)studyingtheroleoflanguageinachieving‘ecoliteracy’(Capra,1997),i.e.inteachingecologicalthinkingtochildrenandadults.InLeovanLier(2004)’sopinion,ecologicallinguistics(EL)focusesonlanguageasrelationsbetweenpeopleandtheworld,andonlanguagelearningaswaysofrelatingmoreeffectivelytopeopleandtheworld.Heproposesthattherearefour19\nChapterThreeTheoreticalBasisbasicconstructsofemergence,affordance,triadicinteraction,andqualityinecologicallinguistics.Besides,LeovanLierthinksthatsociolinguistics,pragmatics,thesociologyoflanguage,anddiscourseanalysisarerelativesofecologicallinguistics.Buttheyarephilosophicallyverydifferent,andethnography,ethnomethodology,anddiscursivepsychologyareclosertoanecologicalscience(ClaireKramsch,2002).Afterarguingforhowecolinguisticscandevelopintoaunifiedframeworkbyadoptinganaturalisedlanguageview,SuneVorkSteffensenandAlwinFill(2014)redefinedecolinguistics:“Ecolinguisticsis(1)thestudyoftheprocessesandactivitiesthroughwhichhumanbeings——atindividual,group,populationandspecieslevels——exploittheirenvironmentinordertocreateanextended,sense-saturatedecologythatsupportstheirexistentialtrajectories,aswellas(2)thestudyoftheorganismic,societalandecosystemiclimitsofsuchprocessesandactivities,i.e.thecarryingcapacitiesforupholdingasoundandhealthyexistenceforbothhumanandnon-humanlifeonalllevels”.Thisviewconsistsofvariousecologicaldimensions.ArranStibbe,areaderinEcologicalLinguistics,claimedthat“ecologicallinguisticsshowshowlinguisticanalysiscanhelprevealthestoriesweliveby,openthemuptoquestion,andcontributetothesearchfornewstories”.Thatismoreinclinedtothefunctionofecolinguistics.AndhealsoexplainedmorespecificconceptsofecolinguisticsinhismonographEcolinguistics:Language,EcologyandtheStoriesweliveby(2015).Ontheonehand,ArranStibbemadeasuperficialexplanation:ecolinguistics“isaboutcritiquingformsoflanguagethatcontributetoecologicaldestruction,andaidinginthesearchfornewformsoflanguagethatinspirepeopletoprotectthenaturalworld”.Ontheotherhand,hepointedoutmuchmoreaboutecolinguistics,suchasitcanexplorethemoregeneralpatternsoflanguage,investigatethestoriesweliveby——mentalmodelsthatinfluencebehaviourandlieattheheartoftheecologicalchallengeswearefacing.Besides,hediscussedthelinkbetweenlanguageandecology,whichisthathowhumanstreateachotherandthenaturalworldisinfluencedbyourthoughts,concepts,ideas,ideologiesandworldviews,andtheseinturnareshapedthroughlanguage.What’smore,Stibbe20\nChapterThreeTheoreticalBasisexplicitlydiscussedthe‘eco’ofecolinguisticsandthe‘linguistics’ofecolinguisticsrespectively.The‘eco’oftheformofecolinguisticsdescribedinhismonographrefersto“thelife-sustainingrelationshipsofhumanswithotherhumans,otherorganismsandthephysicalenvironment,withanormativeorientationtowardsprotectingthesystemsthathumansandotherformsoflifedependonfortheirwellbeingandsurvival”.Andinhisbook,the‘linguistics’ofecolinguisticsisjusttheuseofavarietyoflinguistictheoriestoanalysepatternsinlanguageinanattempttorevealtheunderlyingstories-we-live-by,asasteptowardschangingthem.AccordingtotheinvestigationmadebyInternationalEcolinguisticForumfromDecember,2012toJanuary,2013,mostlinguistsagreewiththedefinition‘astudyoftherelationshipbetweenpeopleandthenaturalworldinwhichtheyexist’(XiaoZihui,2016).Asfor‘ecolinguistics’or‘ecologicallinguistics’and‘linguisticecology’,thoughtheyareregardedasequalatpresent,fewresearcherdiscussedthedifferencesbetweenthem,suchasAlwinFill.Theyarguedthemaindifferenceisthat‘ecolinguistics’,whichistheusualnameinHalliday’smodel,referstotheresearchofecologicalissuesbyusinglinguistictheory,while‘linguisticecology’,theusualcallinginHaugen’smodel,isthestudyontheinterrelationandinteractionbetweenlanguageanditsenvironmentbyutilizingecologicaltheory.Amongallthedefinitionsoflinguisticecology,LeovanLier(2004)’sandSuneVorkSteffensenandAlwinFill(2014)’sversionsareclosertothetopicofthisresearch.Inthisthesis,thenameofthedisciplinewillbedefinedas“linguisticecology(LE)”,anditsfocusisontherelationandinteractionbetweenlanguagelearninganditscontext,tobemoreexact,Englishlearningasaforeignlanguageandinformatization.Justasthecontextisafocalpointinecology,contextisacentralandindefeasiblepartofthisstudy.And‘ecology’inthispaperisnotonlyametaphorofcollegestudents’Englishlearningininformatizationcontextforanorganisminitslivingenvironment,awayofboththinkingandactingforecologicaldevelopmentofEnglishlearning,butalsoatheorizingpartofthestudy.And‘linguistic’inthisthesismainlyrelatestothecontents,skills,modelsandsoonofcollegestudents’English21\nChapterThreeTheoreticalBasislearning.3.2TheContentsofLinguisticEcologyAsthereisstillnodefinitecontentoflinguisticecology,whichisbeingresearchedcontinuouslybyvariousresearchers,thecontentslistedherearenotrepresentative.Instead,thecontentsoflinguisticecologyinthisthesiswillfollowthedefinitionabove.First,thegeneralcontentswillbebrieflypresented.Thenrelatedcontentswiththisthesiswillbefocusedon,whichlayafoundationforthediscussioninchapterfive.3.2.1GeneralContentsAsforthecontentsoflinguisticecology,SuneVorkSteffensenandAlwinFill(2014)discernedfourbranchesofecolinguisticsinitshistory——thesymbolicecology,thenaturalecology,thesocioculturalecologyandthecognitiveecology,accordingtothewaystheyinterpretwhattheenvironmentof(a)languageis.SteffensenandFillalsopointedthattheecologyoflanguagedonotconsistsofmeresymbolsystems,physical/biologicalsurroundings,socialgroups,orcognitivecontents.So,thedistinctionisnottoberegardedasarigideither/or-separationofdifferentecologies.HuangGuowen(2016)summarizedthatlinguisticecologyinvolvesthediversityoflanguage,languagecontact,developmentandextinctionoflanguage,languageusers,languageutilization,environmentoflanguage,languageprotection,statusoflanguage,languageandideology,differentviewstotheworldcausedbylanguage,languageandourthinkingandacting,andsoon.Thefieldofitscontentsissobroadthatsomeforeignlinguistsaskedthat‘Whatisnotecolinguistics?’toemphasizeitsextensiveness.Aboutrelatedtheoriesoflinguisticecology,HuangGuowen(2016)referredthatatpresentlinguisticecologydoesnothaveitsownsingletheoreticalbasis,instead,itisbasedontheorymodelsofvariousdisciplines,includingphilology,dialectology,sociology,pragmatics,cognitivelinguistics,discourseanalysis,psycholinguistics,functionallinguistics,culturallinguistics,folkloriclinguistics,anthropological22\nChapterThreeTheoreticalBasislinguistics,geographicallinguistics,historicallinguistics,planninglinguisticsandsoon.Besides,accordingtothesurveyonlinguisticecologymadebyInternationalEcolinguisticAssociation(XiaoZihui,2016),26associationmembersgavedifferentanswerstoavailabletheoriesforlinguisticecology.Thoughthecontentsoflinguisticecologyarestillnotdefiniteanditstheoreticalbasisisnotexclusive,thecertainthingisthattherangeofitscontentsisquitecomprehensive,anditiscloselyrelatedtothethinkingandbehaviorofhumanbeing.3.2.2RelatedContentswiththeThesisJustasitshowsinthedefinitionpart,thisthesisisbasedontheecologicaltheorytoanalyzecollegestudents’Englishlearningbycombiningtheirmotivation,interest,attitude,self-learning,situation,objective,actionandself-evaluationperspectivesoflearningEnglish.So,thispartwillmainlyillustratesomebasicconceptsandtheoriesofecologyrelatedtothisthesis.3.2.2.1SomeBasicConceptsofEcology1)EcosystemTherearemanyversionsaboutthedefinitionofecosystem.Tobebrief,ecosystemreferstoaunityconsistsofcertainorganismandabioticenvironment.Theprincipleofecosystemisthatofrelationandco-existence.Besides,accordingtoLiuChangjiang(2013),therearethefollowingcommonfeaturesofanyecosystem:anecosystema)isasystem,whichismadeupofspeciescommunityandenvironmentonstructure,andinteractoneachotheronfunction;b)hasthreefunctions:energyflowing,substancecyclingandinformationtransmitting;c)isadynamicsystem,whichhasinnerself-adjusting,self-organizingandself-refreshingability.2)EcologicalFactorEcologicalfactorisalsonamedenvironmentalfactor,whichreferstoallthe23\nChapterThreeTheoreticalBasisenvironmentalfactorsthatcanaffectdirectlyorindirectlyonanorganismoranecologicalgroupforits/theirgrowth,reproduction,distributionandsoon(LiZhenji,2011).Ecologicalfactorsnotonlyinfluenceorganisms,butalsointeractwitheachother.Asfortheclassificationofecologicalfactor,therearemanykindsofways.Theycanbeclassifiedintostablefactorsandvariablefactorsasfortheirstability.Apopularwayistodividethemintotwokinds——abioticonesandbioticones.Theformerusuallyincludesphysicalandchemicalfactorssuchastemperature,humidity;thelatercontainsotherorganismsofthesamekindandotherdifferentkindsoforganisms.Therelationsbetweentheformerandthelater,andthoseamonginnerbioticfactorsareallquitecomplex.3)EcologicalBalanceandUnbalanceEcologicalbalancewasfirstproposedbyBritishecologistA.G.Tansleyin1935.Itinvolvesthebalanceofindividual,communityandecosystem.Asforindividualorganismandorganismcommunity,ecologicalbalancemainlyreferstothebalancebetweenit/themandthenaturalresourcesandexistingspacethatits/theiris/aredependingon.Asforecologicalbalanceofecosystem,itmeanstheequalityorcloserelationbetweentheinputandoutputofenergyandsubstance.Alltheecologicalbalanceisdynamicandkeepswithincertainrange.Ecologicalbalanceisachievedusuallybyself-adjustingofecosystem,atthesametime,self-adjustingreliesonthefeedbackmechanismofecosystem.However,theself-adjustingabilityofecosystemislimited.Andthelimitforthetoleranceofexternalshockiscalledecologicalthreshold.Whentheself-adjustingabilitybecomesweakandevenextinct,theecologicalthresholdissurpassed,andtheconditionwillturntoecologicalunbalance.3.2.2.2SomeTheoriesofEcology1)LimitingFactorPrincipleBasingonresearchingtheinfluenceofdifferentchemicalsubstancestoplantsin1840,JustusLiebigproposedthatwhenthequantityofcertainnutrientsubstance(whichisnecessaryforaplant)decreasestoalowerleveloftheplant’sleastneeds,24\nChapterThreeTheoreticalBasisthisnutrientsubstancewilllimitthegrowthoftheplant.AndthisiscalledLiebigMinimumLaw.Lateron,Taylorexpandedthenutrientsubstanceofthislawtoecologicalfactorsliketemperatureandtime.ThenOdumdevelopedtheconceptoflimitingfactorsto‘factorsthatreachorsurpasstheplant’stolerance’in1954.Afterthat,Knightpointedin1965:whenanecologicalfactorisininsufficiencysituation,thatis,lowerthanthecriticallineorsurpasstheultimatetoleranceoftheorganism,thisecologicalfactorwillhaveafunctionoflimiting.2)TheLawofToleranceShelfordputforwardthelawoftolerancein1911,whichmeansitisdefinitetodependontheexistenceofaseriesofcomplexconditionsforabiologytobeabletoturnupandthensuccessfullysurvive.Afterwards,thelawwassupplementedanddevelopedasthefollowing:abiologymayjusthavequiteshallowtoleranceforcertainecologicalfactor;ifabiologyhasextensivetolerancetovariouskindsofecologicalfactors,itsdistributioncanbequitebroad;ifthereisanecologicalfactornotinitsoptimumsituationasforabiology,thenthisbiologymaybecometohavelesstolerancetootherecologicalfactors,either;actually,thereisoftenaspecialphysicalfactornotinitsoptimumconditionasforabiology,becauseabiologyisoftenlimitedtoliveinitsoptimumenvironmentbythecompetition,parasitism,predationandsoonfromotherorganisms.Besides,therearethreesituationsforthefunctionofecologicalfactors——minimum,maximumandoptimum,andthetolerancedegreeofoptimumsituationistheunitaryofbothqualityandquantity.3)EcologicalNicheTheoryThistheorymainlyrelatestoniche,nichebreathandsoon.Ecologicalnicherefersthataspeciesgrouporaspeciesindividualtakesupcertainspatial,timeaswellasfunctionalpositioninacommunity.Intheecosystem,everyorganismownanicheandsoastokeepthenormalrunningoftheecosystem.Beforethisdefinitionofniche,therewerevariousversionswithdifferentemphasis:spatialniche,trophicniche,multidimensionalhyper-volumenicheandsoon.Nichebreathistherangeofthesumofvariousresourcesthatanorganismcanuse.Iftherearefewerresources,thenichebreathwillincreaseandusuallycause25\nChapterThreeTheoreticalBasisgeneralization;onthecontrary,itwillcausespecializationofnicheintheconditionofmoreresources.CompetitionexclusionprincipleorGauseruleiscloselyrelatedtoecologicalnichetheory.4)EcologicalEffectTheoryEcologicaleffecttheoryreferstotheinfluenceoforganismsornon-livingthingsonthestructureorfunctionoftheecosystemtheyarelivingin.Broadsenseofecologicaleffecttheoryalsoincludestheinfluencecreatedbyvariousecologicalfactorstoeachother.Greenhouseeffect,whichisusuallyreferredtoinourdailylife,justbelongstothisfield.Heretwoecologicaleffecttheoriesaremainlyintroduced——flowerpotseffectandflowing-watereffect.a)FlowerpotsEffectFlowerpotseffectisalsocalledlocalhabitateffectinecology,anditwasfirstputforwardbyAustriangeologistEduardSuessinhisgeologicalmonographin1875.Itscontentcanbeeasilyunderstoodfromthesaying‘Thereisnoswifthorseinthestable,andthereisnopineintheflowerpot’.Theflowerpots,whicharemicrohabitatshalfnaturalandhalfartificial,ontheonehand,areprettylimitedasforspace;ontheotherhand,cangrowwellduringaperiodwiththesuitableconditioncreatedorcontrolledbyhuman.Butatthesametime,theseplants’adaptivethresholdtoecologicalfactorsisdecreasing,andtheirecologicalamplitudeandecologicalvalencearealsonarrowing.Asaresult,theseplantsinflowerpotswillnotbeabletobearthechangeofitslivingconditionliketemperatureandhumidityoncetheyleavehuman’scare,letalonegrowuptoaplantasstrongaspines.b)Flowing-WaterEffectFlowing-watereffectreferstothephenomenonofcontinuousoptimizationofecologicalfactorsandcontinuousinputofsubstanceenergytokeepthedynamicbalanceofecosystem.Forexample,alakeisamicroecosystem,whichconsistsofsomeorganismslikefishandshrimpandalsocertainnon-livingthingslikewaterandsand.Ifthereisnoflowingwatertothelakenowandthen,thequalityofthewaterinthelakewillbecomeworseandworsewhichmayevenforcetheorganismsinthe26\nChapterThreeTheoreticalBasislaketodie.Thiskindofconditionisunbalanceofecosystemintheviewofecology.So,inecology,inordertokeepthehealthyandsustainabledevelopmentofecosystem,theremustbeflowofenergyandoptimizationofecologicalfactors.3.3TheTheoreticalRationalityIsitrationaltoapplyecologicaltheoriestothisresearchoncollegestudents’Englishlearning?Whythisthesistakesalinguisticecologyview?Thispartwillillustratethesequestionsrespectively.Asforthefirstquestion,therearemainlytworeasons.First,atthetheoreticallevel,linguisticecologyisalittledifferentfromecologicallinguistic,anditcanbeusefultoresearchlinguisticissuesbyapplyingrelatedecologicaltheories(ChenXi,2014).So,itisacceptabletoutilizeecologicaltheoriesinthisthesisasalinguisticecologyresearch.Besides,asadevelopingdisciplineatpresent,linguisticecologyshouldtrytobeappliedindifferentsuitablefieldsasmuchaspossibletoenrichitsresearchandpavethewayforitsestablishmentanddevelopment.Second,attheresearchcontentlevel,collegeEnglishlearninghasthenatureandfeaturesofanecosystem:firstly,collegestudents’Englishlearninginthecontextofinformatizationisasystem,inwhichstudentsaretheorganisms,students’inneraffectionlikemotivationisbioticecologicalfactor,informatizationisabioticfactorasenvironment,andtherearecomplexrelationsbetweenthesetwoecologicalfactors,atthesametime,theyallinfluencetheorganisms’(students’)growth(Englishlearning)complexly;secondly,thereisinformationandknowledgetransmittingbetweentheecologicalfactorsandtheorganisms;thirdly,theecologicalbalancebetweentheinputandoutputofinformationandknowledgeisdynamicratherthanstatic,andstudents(organisms)haveabilitiesofadjusting,organizingandrefreshingandsoonwhereaswhicharelimited,therefore,ecologicalunbalancemayturnup.Aboveall,collegestudents’Englishlearningcanbecomparedasamicroecosystemandbeanalyzedfortheecologicalbalancebetweencollegestudents’Englishlearning.Asforthesecondquestion,therearealsomainlytworeasons.First,itisnecessarytoapplylinguisticecologytotheresearchoncollegestudents’English27\nChapterThreeTheoreticalBasislearning.Ontheonehand,thecontentsandfieldsoflinguisticecologyarequiteextensiveasitisillustratedin3.2.1;ontheotherhand,thereisfewresearchoncollegeEnglishlearningfromtheperspectiveoflinguisticecology,andtherehavebeenmuchmorestudiesonEnglishlearningfromotherperspectivessuchascognitivetheory,constructivismtheory,andsoon,so,relativefreshperspectivesareneededtobetterhelpcollegeEnglishlearning.Second,itisalsoinevitabletodoalinguisticecologicalanalysisoncollegeEnglishlearning,whichishelpfulforcollegestudentstothinkmoreecologicallyandlearningmoreecologicallyinthisrapidlydevelopingeraofinformatization.Inthisnewera,ourcountryiscallingforecologicalcivilizationconstruction.Likewise,oureducationneedstocultivate‘ecologicalhuman’,whocannotonlythinkecologicallybutalsoactecologically,whocanhandlehisrelationwithhimself,others,thenatureandtheworldecologically,andwhocangetthewisdomofecology.AndthisresearchisjustonequitelittlestepforcollegestudentstothinkandlearnecologicallyasforEnglishlearning,whichmayalsoinfluencetheirotherecologicalthinkingandacting.3.4BriefSummaryThischapterfirstlyintroducesthedefinitionoflinguisticecology,whichincludesopinionsofvariouslinguists.Thesecondpartisthefocusofthischapter,whichillustratesthegeneralcontentsoflinguisticecologyfirstandthenpresentssomebasicconceptsandrelatedtheoriesofecologyasforthisthesis.Theseconceptsincludeecosystem,ecologicalfactor,ecologicalbalanceandunbalance.Andthetheoriesofecologylistedherearelimitingfactorprinciple,thelawoftolerance,ecologicalnichetheoryandtwoecologicaleffecttheories——flowerpotseffectandflowing-watereffect.Alltheseconceptsandtheoriespavetheanalysisinchapterfive.Andinthethirdpartofthischapter,therationalityofapplyingecologicaltheoriesasthetheoreticalbasisandoftakingalinguisticviewforthisthesisispresented.Allinall,thischapterisquiteimportantwhichprovidestheoreticalbasisforthispaper.28\nChapterFourResearchMethodologyChapterFourResearchMethodologyThischapterisconcernedwiththeresearchmethodologyofthestudy,whichcontainsfouraspects:researchquestions,researchsubjects,researchinstrumentsandresearchprocedures.4.1ResearchQuestionsBasedonarelativelynewdiscipline——linguisticecology,thispaperaimstoresearchEnglishlearningofnon-Englishmajorsinthecontextofinformatizationasthetitleindicates.Thefast-developingcontextofinformatization,thechangingofstudents’Englishlearningsituation,aswellastheneedsofcloseconcerntotherelationofthesetwoelementsfromvariousperspectivesstimulatetheproductionofthisresearch.Thisresearchmainlyinvolvestwoquestions:1)Inthepresentcontextofinformatization,whatisthesituationofnon-Englishmajors’Englishlearninginandafterclass?2)Accordingtothetheoryoflinguisticecology,whatarethepossiblereasonsforthemifthereareunbalancedphenomenabetweenundergraduates’Englishlearningandinformatizationcontext?4.2ResearchSubjectsThesubjectsinthisresearchconsistofnon-EnglishmajorswhoarefreshmenfromauniversityinnortheastChina.FourclassesofstudentsmajoringinTourismManagement,Pedagogy,MicroelectronicsScienceandEngineering,aswellasMechanismDesign,ManufacturingandAutomatizationrespectivelyarechosenassamples.Andthetotalnumberofthemis150.Theyareallinthefirstsemesteroftheircollegelife,andtheyhavelearnedEnglishincollegeforseveralmonthswhenthisresearchwasconductedamongthem.Themainthreereasonswhyfreshmenfromthosefourmajorsarechosenassamplesareasfollows.Firstly,eachclassofthesestudentshasEnglishclassestogetherinthesameclass,whichisconvenientandavailableforsampleselectionand29\nChapterFourResearchMethodologydatacollection.Secondly,asfreshmenintheuniversity,theyaresensitivetothenewthingsandtheymaytrytoadapttosomedifferentsituations.Thirdly,therearetwoclassesofstudentsofartsandtwoclassesofstudentsofsciencefromthesefourmajors,whichaddssupportforreliabilityofthisresearch.Asaresult,thesampleoftheresearchhasitsrationality.4.3ResearchInstrumentResearchinstrumentemployedinthisstudyisquestionnaire.Sincetherewasnoready-to-useinstrumentfortheaimofthepresentresearch,aquestionnairewasdesignedbasedonvariousfactorsinfluencingEnglishlearningespeciallyinthecontextofinformatizationwhicharesuggestedintheliterature(SalmahAlsulami2016;GuoYan&QinXiaoqing2009),anddiscussionswithstudentsaswellastheresearcher’ssupervisor.Toensureprecise,clearandquickunderstandingofthespecificitems,thequestionnaireisformattedinChinese,i.e.thesubjects’motherlanguage.Itconsistsof39itemsaltogetherwithsixparts.Part1centersonthestudents’usagesituationofcomputer.Part2researchestheirmotivationandinterestforEnglishlearninginthecontextofinformatization.Part3surveysthestudents’attitudetowardsnetwork-assistedEnglishlearning.Part4focusesontheirautonomouslearningsituationofEnglishwithinternet.Part5paysattentiontotheundergraduates’Englishlearningobjective,action,self-evaluationaswellasinformationaccomplishmentinthecontextofinformatizationandpart6theiropinionsontherolesofEnglishteachers,themselves,aswellastheschoolrespectively.Allthesepartsconsistofcommonmultiplechoiceitemsanditemswithafive-pointLikertscale.Thelaterkindofitemsturnuppartlyinpart2,part6andpart7,whereA=stronglyagree,B=agree,C=neitheragreenordisagree,D=disagree,E=stronglydisagreeoranotherversionA=completelynotmatched,B=notmatched,C=havenoidea,D=matched,E=completelymatchedaccordingtodifferentquestions.Thepresentstudypresupposesthatthereisunbalancebetweenthesubjects’Englishlearningandtheinformatizationcontext.Throughinvestigatingtheabove30\nChapterFourResearchMethodologysevenaspectsofthesubjects,thisresearchintendstopresentEnglishlearningsituationofundergraduatesintheinformatizationcontextontheonehand;ontheotherhand,theresearchdatawillhelpjudgewhetherthehypothesisisrightornot.Ifthehypothesisisright,somepossiblereasonswillbeanalyzedbasedonthetheoryoflinguisticecology.4.4ResearchProcedureandDataAnalysisThispartpresentsthespecificresearchprocedureanddatacollection.Herebelowistheillustrationofeachpart.4.4.1DesignoftheResearchThedesignofthepresentstudyiscomposedofthreeparts:hypothesisoftheexistenceofunbalancebetweenundergraduates’Englishlearningandtheinformatizationcontext,investigationtoseewhetherthehypothesisisrightornotandanalysisofpossiblereasonsifthehypothesisisright.(1)HypothesisNowadays,theinformatizationenvironmentmustbeoneoftheinfluentialelementsofundergraduates’Englishlearning.Undergraduates’Englishlearningisadynamicsystemintheviewoflinguisticecology.Inthissystem,itneedsdynamicecologicalbalancebetweenundergraduates’Englishlearning(anorganism)andtheinformatizationcontext(theenvironment)tokeephealthydevelopment.Tobemorespecific,theyshouldkeepthestructure,functionaswellasinput-andoutput-energyinabalancedlevel.However,whethertheresourcesthatinformatizationprovidescansatisfythelearningneedsofundergraduatesornot?Whatinfluencedoesinformatizationhasonthesubjects’Englishlearning?CanthestudentsgetenoughwhattheyneedtoimprovetheirEnglishaccordingtotheirinputintoEnglishlearningwithinternet?Questionsliketheseareallrelatedtowhetherthesystembetweenundergraduates’Englishlearningandtheinformatizationcontextisbalanced.Basedontheabovesituation,thisresearchholdsthattheEnglishlearningsystemissocomplexthatthereishighlypossibilityfortheexistenceoftheecologicalunbalance.Sothepresentstudy31\nChapterFourResearchMethodologyhypothesizesthatthereisunbalancebetweenundergraduates’Englishlearningandtheinformatizationcontext.(2)InvestigationtoseewhetherthehypothesisisrightornotAsforthispart,therearethreestepstoaccomplishthejudgment.Stepone:designofthequestionnaireBecausetherearenoready-to-usequestionnairesasfortheintentionofthepresentresearch,asuitablequestionnaireshouldbedesignedfirst.Justasthetitleofthepaperindicates,therearethreebasicfactorsthatshouldbeconsideredintothedesign,i.e.undergraduates’Englishlearning,theinformatizationcontextaswellaslinguisticecologystudy.Asaresult,thisresearchnotonlytookthesethreefactorsintoaccount,butalsolearnedfromtheliteraturebeforeandtooksomeadvicefromtheresearcher’ssupervisorandsomestudents.Basedontheseconditions,thequestionnaireofthisstudywasborn.Thequestionnaireofthisresearchconsistsof40itemsaltogetherwithsevenmicroparts.Thefirstpartasksforthebasicinformationofthesubjects,includingtheirgender,ageandmajor.Partstwotoseveninvestigatethefollowingaspectsrespectively:thesubjects’usageofcomputers,Englishlearningmotivationandinterest,attitudetowardsnetwork-assistedEnglishlearning,autonomousEnglishlearningsituationwithinternet,Englishlearningobjective,behavior,self-assessmentandinformationaccomplishmentandopinionsontherolesofstudents,teachersandtheschool.AlltheseaspectshaveincludedtheelementsconcerningEnglishlearningasmanyaspossible,andtheyareallsettledintheinformatizationcontext.Atthesametime,asforlinguisticecology,theaspectscontainedinparttwotopartsevenaresomeinfluencingfactors(ecologicalfactors)ofanorganism(undergraduates’Englishlearning).Allinall,theaimoftheresearchwillbefulfilledwiththedesignedquestionnaire.Afterfinishingtheconstructionofthequestionnaire,apretestofthequestionnairewasconductedandthenbasedontherevisedquestionnaire,aformalquestionnairewasobtained.Steptwo:conductionofthequestionnaire32\nChapterFourResearchMethodologyBasedontheworkofstepone,thequestionnairecametotheconductionprocedure.Asforthesampleoftheresearch,fourfreshmenclassesofdifferentmajors(TourismManagement,Pedagogy,MicroelectronicsScienceandEngineering,aswellasMechanismDesign,ManufacturingandAutomatization)inauniversityinnortheastChinawerechosen.ThequestionnaireswereconductedinregularclasstimewiththepermissionandsupportoftheirEnglishteacher.Thesubjectswereaskedtocompletethequestionnairein15minutes.Beforethequestionnaireswereadministered,theywereaskedtopreparetheircell-phonesandweregiventhefollowingintroductionandadvice:ThisquestionnaireisdesignedtoassessyourEnglishlearninginthecontextofinformatization.TherearesevenpartsandthelatersixpartsareconcernedwithEnglishlearningfactors.TheaimofthisquestionnaireistohelpyoureflectyourEnglishlearningsituationinthecontextofinformatization.Therearenorightorwronganswersofalltheitems.Besides,youcanfillthequestionnaireanonymously,allinformationwouldbekeptstrictlyconfidential,andtheresultsareonlyforresearchpurposesandwillnotaffectyourgradeofyourfinalexamination.Beforeansweringthequestionnaire,pleasereadthedirectionscarefullyandraiseyourhandifyouhaveanyquestions.ThenthequestionnairewassenttotheirclassWeChatgroup,whereeachoneofthemisaccessibletothelinkofthequestionnaire.Fifteenminuteslater,theresearchercheckedwhethereachstudenthadcompletedthequestionnaireornotandthenexpressedgratitudetoallofthemonceagain.Stepthree:dataanalysisofthesurveyThisstepisbasedonthecheckofthecollectedquestionnaires.Thequestionnairesdeliveredoutare150intotal,ofwhich144arevalid.QuestionnairesthatchosethemiddlepointCinitemswithafive-pointLikertscalewereexcludedasinvalid,fortheycannotreflectthestudents’realactionandthoughtsaimedtobeinvestigatedinthepresentresearch.Thisstepneedstoanalyzethedatabothquantitativelyandqualitativelytojudgewhetherthehypothesisthatthereisunbalancebetweenundergraduates’English33\nChapterFourResearchMethodologylearningandtheinformatizationcontextisrightornot.Accordingtothedatacollected,moststudentsagreethatinternetprovidesvariouseffectivemethodsandplentyofresourcesforEnglishlearning,andmostofthemthinkonlineEnglishlearningcanhelpstimulatelearninginterest.Buttherearealsosomeproblemsasthedatashows,forexample,mostsubjectsspendtimeonlinemorethan20hourseveryweek,however,thetimespentforlearningEnglishonlineislessthan3hourseveryweek;manystudentsthinksometimestherearesomegapsbetweenonlineEnglishlearningandthepracticallearningneeds;mostofthemchoosetolearnEnglishonlinetopasstheexamsandtofindbetterjobsinthefuture;manysubjectsfindthemselvesaimlessandlacklearningmethodswhentheylearnEnglishonline;manystudentsdidnotthinktheygetmuchhelpfromonlinelearningcenteroftheschool.Thesephenomenaillustratethatthereisunbalancebetweeninformatizationandundergraduates’Englishlearninginstructure,functionandinput-andoutput-energyatpresent.(3)AnalysisofpossiblereasonsifthehypothesisisrightAccordingtostepthreeofthesecondpart,ithasbeenknownthatthereisunbalancebetweenundergraduates’Englishlearningandtheinformatizationcontextatpresent.So,thepossiblereasonswillbeanalyzedbasedonrelatedtheoriesoflinguisticecologyfollowingtheobjectiveanddesignoftheresearch.Asforundergraduates’Englishlearningfactors,theresearchwillanalyzethepossiblereasonsbasedonstudents’Englishlearningmotivation,interest,attitude,objective,behavior,self-assessment,informationaccomplishment,andautonomouslearningsituation.Asforinfluencingparticipators,thisstudywillanalyzetherolesofEnglishteachersandtheschool,whichistakenfromthestudents’view.Relatedlinguisticecologytheoriesmayinvolvelimitingfactorprinciple,thelawoftolerance,ecologicalnichetheory,flowerpotseffectandflowing-watereffect,whichhavebeenillustratedinchapterthree.Thesearethegeneralfactorsandtheoriesforthereasonanalysis,thedetailedanalysiswillbepresentedinchapterfive.34\nChapterFourResearchMethodology4.4.2DataAnalysisAquestionnairedesignedbytheresearcherisadoptedtocollectdatainthepresentresearch.Thisquestionnairecombinedundergraduates’Englishlearning,theinformatizationcontextaswellaslinguisticecologystudythesethreemacroaspectstogetherinordertoinvestigatethegeneralsituationofundergraduates’Englishlearninginthecontextofinformatizationfirst,thentoseewhetherthereisunbalancebetweenundergraduates’Englishlearningandthecontextofinformatization,andatlasttoanalyzethepossiblereasonsbasedonlinguisticecologytheoryifecologicalunbalanceexists.ThequestionnairesareadministeredtothesubjectsintheirregularEnglishclasstimewiththepermissionandsupportoftheirEnglishteacher.Afterthequestionnairesarecollectedandfiltrated,theneededdataareorganized.Atlast,themethodofbothquantitativeanalysisandqualitativeanalysisareappliedtoanalyzethedata.ThequantitativeanalysisismainlyconductedbyWenJuanXing.Andthequalitativeanalysisfocusesonthereasonanalysisofwhythereisunbalancebetweenundergraduates’Englishlearningandthecontextofinformatization.35\nChapterFiveResultsandDiscussionChapterFiveResultsandDiscussionThischapterpresentstheresearchresults,whichincludethecurrentsituationofundergraduates’EnglishlearningandanalysisoftheunbalancebetweentheirEnglishlearningandtheinformatizationcontext.Besides,thereisalsothediscussionpart,i.e.discussiononthepossiblereasonsfortheecologicalunbalance.5.1TheCurrentSituationofUndergraduates'EnglishLearningThispartofresearchresultsillustratesundergraduates’Englishlearningsituationatpresent,anditisresearchedbyfocusingonthefollowingfactorsofundergraduates’Englishlearning:undergraduates’motivation,interests,attitudes,self-learningsituation,objective,action,self-evaluation,informationaccomplishment,aswellastheiropinionsontheroleoftheirEnglishteachers,themselvesandtheschool.Thedetailedcontentsareasfollows.5.1.1Undergraduates'Motivation,InterestsandAttitudesAsforthemotivationofundergraduatesforEnglishlearning,thisresearchmainlyinvestigatedthesubjects’inclinationtowardsfouraspects:personaldevelopment,grade,innerinterestandstudyabroadthroughamultiplechoicequestion.Accordingtothedata(Table5.1),thesubjects’motivationforpassingexamslikeCollegeEnglishTestBand4andBand6aswellasthegraduateschoolentranceexamination(optionB)accountsforthehighestpercentage81.94%;motivationforbetterjobs(optionA)inthefutureaccountsforthesecond60.42%;40.28%ofthesubjectsarereluctanttolearnEnglishjustbecauseitisacompulsorysubject(optionC);only33.33%ofthesubjectslearnEnglishoutoftheirinterest(optionD);andthereareasmallnumberofstudentslearningEnglishtopreparetostudyabroad(optionE).Amongthesefiveoptions,optionA,B,DandEbelongtointrinsicmotivation,andoptionCbelongstoextrinsicmotivation.Itisknownthatintrinsicallymotivatedlearnersarestrivingforexcellence,autonomyandself-actualization.Besides,options36\nChapterFiveResultsandDiscussionA,BandEbelongtoinstrumentalmotivation,andoptionDbelongstointegrativemotivation.Bothintegrativeandinstrumentaltypesofmotivationarerelatedtothesuccessinsecondlanguagelearning,andmostL2learningsituationsinvolveamixtureofeachtypeofmotivation.Itcanbeinferredfromthedataofthisresearchthatsomesubjectshavechosennotonlyoneoption.ButthenumberofstudentswithintrinsicinterestforEnglishstillaccountsforaquitelowpercentage.Table5.1Undergraduates'motivationofEnglishlearningAboutthesubjects’interestsofEnglishlearninginthecontextofinformatization,68.06percentofthesubjectsexpressmediumsupportforlearningEnglishwithinternet;21.53percentofthesubjectslikenetwork-assistEnglishlearningverymuch;and10.42percentofthemexpressedtheirdislikeofonlineEnglishlearning.ItisobviousthatmoststudentscanaccepttheideaandwaysofonlineEnglishlearning.InregardofattitudesofundergraduatestowardsEnglishlearningintheinformatizationcontext,theirattitudetowardsthefunctionofinformationandtechnologyinEnglishclasswasinvestigatedfirst.AccordingtoTable5.2,optionsA,B,C,F,andGaretheadvantagesofinformationandtechnology,andtheseoptionsallaccountforrelativelyhighpercentage,especiallyoptionAandB.Thisillustratesthattheadvantagesofinformationandtechnology(IT)inEnglishclassaregenerallyrecognizedbyundergraduates,andITisespeciallyregardedthatitcanhelpstimulateundergraduates’EnglishlearninginterestsanditcanprovidemorecolorfulresourcesforEnglishteachingaswellaslearning.OptionsDandEresearchedthenecessityofITinEnglishclass.Asthedatashows,noteveryoneofthesubjectshasexpressedtheirattitudestowardsthisaspect,andthenumberofsubjectsthatthinkITisindispensableinEnglishclassisslightlybiggerthanthatthinkITdispensable.37\nChapterFiveResultsandDiscussionBesides,inotherconditions,onestudentpointedthatifITisjustsimplyapplied,theclasswouldbequiteboringthoughitcansharetheburdenoftheteacher.Onestudentexpressedhis/herpreferenceofpaper-madebooks.OnestudentthoughtitisnonsensetouseIT,andonestudentsupportedtheapplicationofnewtechnology.Table5.2Undergraduates'attitudestowardsthefunctionofinformationandtechnologyThenthepresentresearchpaysattentiontothreeaspects:thestudents’attitudetowardsEnglishlearningwithelectronicproductsandinternetbythemselves,towardstheirEnglishteachers’usingofinformationandtechnologyinclass,andtowardstheself-accessEnglishonlinelearningcenterestablishedbytheschool.(1)AttitudetowardsEnglishlearningwithelectronicproductsandinternetbythemselvesThispartinvolvestwoitemswithLikertscale.Oneisaboutundergraduates’attitudestowardsself-EnglishlearningwithIT(Table5.3),andtheotherisontheirattitudestowardsthefunctionofcertainEnglishlearningITchannels(Table5.4).Amongthefive-pointLikertscale,averagesof3.5orhigheraregenerallyregardedashighuseorpositiveattitude,averagesof2.5-3.4mediumuseormediumdegreeofsupport,andaveragesof2.4oraverageslowerthan2.4lowuseorlowdegreeofsupport(Oxford&Burry-Stock,1995).AspresentedinTable5.3,theMeansofalltheitemsconcernedwiththeadvantagesofITassistedEnglishlearningareallquitehigh(>3.5),andsomeofthemareevenaround4.0.ThisillustratesquitehighsupportofusingITtohelpself-Englishlearningandrecognitionoftheeffectiveness.Onlythe38\nChapterFiveResultsandDiscussionMeanofoneitemislow(3.25<3.4),whichshowsmediumsupportoftheidea‘itisunnecessarytohandleEnglishbyusingIT’.Ingeneral,thesupportandrecognitionofusingITinself-Englishlearningisquitehigh.Table5.3Undergraduates'attitudestowardsself-EnglishlearningwithITAsforUndergraduates'attitudestowardsthefunctionofcertainEnglishlearningITchannels(Table5.4),theMeanofeachitemisquitehigh(>3.5andaround4.0).Thisexplainsthestudents’highsupportandagreementwiththefunctionofthelistedITEnglishlearningchannels.39\nChapterFiveResultsandDiscussionTable5.4Undergraduates'attitudestowardsthefunctionofcertainEnglishlearningITchannels(2)AttitudetowardstheirEnglishteachers’usingofinformationandtechnologyinclassThispartcontainsthreeitems.ThefirstiteminvestigatestheinfluenceofthewaysthatEnglishteacherusingmultimediaontheeffectivenessofstudents’EnglishlearninginEnglishclass.Thedatashows52.08%ofthesubjectsthinkthewayshaverelativelybiginfluenceontheirlearningeffectiveness,19.44%greatinfluence,22.92%littleinfluenceandonly5.56%nottomatter.Theothertwoitemsresearchedthesubjects’attitudestowardstheirEnglishteachers’CAI(computer-assistedinstruction)inrealityandinidealconditionrespectively.Inreality,49.31%showssatisfactionwiththeirEnglishteachers’CAIand31.25%ordinary.Inidealcondition,51.39%ofthesubjectsthinktheyneedtheteachertouseCAI,25.69%ofthemtotallyneedsand20.14%ordinary.ThesetwoitemspresentthatmoststudentssupporttheusingofCAIinEnglishclass,andEnglishteachersneedtoimproveandrefreshtheirmethodsofCAIcontinuously.(3)Attitudetowardstheself-accessEnglishonlinelearningcenterestablishedbytheschoolOntheonehand,thesubjects’attitudestowardsonlineautonomousEnglish40\nChapterFiveResultsandDiscussionlearningsystemaresurveyed;ontheotherhand,thehelptheycangetfromthesystemisevaluatedbythemselves.Asforthefirstitem,bothadvantagesanddisadvantagesoftheonlinelearningsystemarelisted.Theadvantagesarecommonlyagreed.Amongthedisadvantages,‘thedistancewiththeactuallearningneeds’and‘thelearningsubjectisunclear’getthehighestpercentage(45.14%and34.72%).Asforthesecondquestion,31.94%ofthesubjectsdeclaretheygetrelativelymuchhelpfromthesystemand30.56%alittlehelp;besides,18.75%ofthemneverhaveusedtheonlinelearningsystem.5.1.2Undergraduates'Self-learningSituationThispartintroducesundergraduates’self-learningsituationfromthefollowingaspects:timetheytaketolearnEnglishonline,activitiestheyusuallydo,thefrequencytouseonlinemethodsandchannelstoimproveEnglish,whetherthereisanonlineautonomousEnglishlearningcenteroftheirschoolornotandthefrequencytheyuseit.AsforthetimeforlearningEnglishonline,mostofthemspendlessthan3hourseveryweek(41.67%),however,49.31%ofthemspendmorethan20hoursonlinetotallyeveryweek.AboutonlineEnglishlearningactivities,thepercentofcompletingtasks,trainingEnglishskillsandsearchingforEnglishlearningmaterialsareallabove50%.ThesubjectswhooftencommunicatewithothersonlineaboutEnglishlearningaccountforonly15.97%.Table5.5showshowoftenthesubjectsusethefollowingtoimproveEnglish:usingtestbank/courseware,watchingTV/videos/films,listeningtoradio/broadcasts/lectures,communicatingwithrelatives/friends,readingbooks/newspapers/stories,searchingforinformationonwebsites,andwritingassignments/emails.Asthedatashows,theMeansoftheseitemsarenothighgenerally,andthoseofwatchingTV/videos/films,searchingforinformationonwebsitesandwritingassignments/emailsarerelativelyhigher(>2.5),whichillustratemediumuseofthesechannels.TherestMeansshowlowuseofthechannels,41\nChapterFiveResultsandDiscussionespeciallycommunicatingwithrelatives/friendsinEnglish.Table5.5FrequencyofusingITchannelstoimproveEnglishTable5.6FrequencyofusingtechnologiesforimprovingEnglishskills新Table5.6presentshowoftenthestudentsusethelistedtechnologiestoimprovetheirEnglishskills.Generally,theMeansareallnothigh(<3.5),whichshowstheydonotusethesetechnologiesinhighlyfrequency.OnlytheMeansofusingEnglishlearningsoftwareslikeBBCNewsandLongmanEnglishe-dictionaries,onlineaudio-visualtoolsandmobilephonesortabletPCarerelativelyhigher(>2.5),whichshowmediumuseofthesetechnologies.TherestMeansarealllowerthan2.4,whichexplaintheirlowutilizationofsocialnetwork,wordprocessingtoolsandonlineteachingplatform.42\nChapterFiveResultsandDiscussionAbouttheautonomousonlineEnglishlearningcenterintheschool,itisamazingthat47.22%ofthesubjectsarenotclearaboutwhetherthereisoneintheschoolornot.Moreover,only15.97%ofthemoftenlearnEnglishthroughtheonlinelearningcenter,however,43.06%ofthemseldomand40.97%ofthemnever.5.1.3Undergraduates'Objective,Action,Self-evaluationandInformationAccomplishmentAccordingtothecollecteddata,42.73%ofthesubjectshavenoobjectiveswhenlearningEnglishonlinebythemselves,andonly57.28%ofthemhaveobjectives.InregardofthespecificactionoflearningEnglish,thisresearchmainlyinvestigatedfouritems.ThefirstiswhethertheywouldtotallyuseEnglishoriginalsthattheyfindonlineornot.43.06%oftherespondentswouldlearnfromtheoriginalscritically,32.64%ofthemchoosetoreadgenerallyand17.36%ofthemdonotreadtherelatedEnglishoriginals.TheseconditemiswhethertheywouldimitatethevoiceandintonationofthespeakersfromaudioorvisualEnglishprograms.Only50.44%ofthesubjectswouldchoosetodoso.ThethirdquestionisaboutstickingtolistenandreadEnglishafterclasseveryday.Only4.17%ofthemcanhavetheperseverance,anditisamazing17.36%oftherespondentsneverdothis;mostofthem(66.67%)sometimesdothis.Thelastitemaboutactioniswhetherthestudentscanmakestudyplansreasonablyandatthesametimecarrythemoutseriouslyornot.Only4.86%oftherespondentscanalwaysmakeit,58.33%ofthemsometimesand18.75%ofthemunexpectedlyneverdothis.Aboutundergraduates’self-evaluationoftheirautonomousEnglishlearninginthecontextofinformatization,fiveitemsareresearched.Thefirstiswhetherthestudentscanexcludeinterferencefromunrelatedwebsitesorthesurroundings.Thedatashows43.69%ofthemcanmakeit,but56.31%ofthemcannotexcludeinterference.Thesecondiswhethertheundergraduatescanjudgequicklyvaluableinformationthatneedstobesavedordownloadedornot.Only21.53%oftherespondentsusuallykeepdoingthis,63.19%sometimes,and15.28%unexpectedlynever.Thethirditemaskedwhethertheyagreethattheyshouldknowabouttheir43\nChapterFiveResultsandDiscussionstrengthandweaknessclearlywhenlearningbythemselveswithinternet.64.10%ofthesubjectsagreeand29.06%ofthemtotallyagree.Itisstrangethat6.83%ofthemdisagreewiththeidea.Thefourthiswhethertheycananalyzetheirownlearningprocedureandrefreshtheirlearningstrategiesintheprocessofself-onlinelearning.Only8.91%ofthemareconfidenttodothisinusualtime.51.49%ofthemalsocandoitbutnotconfidently,however,39.6%ofthestudentscannotmakeit.ThelastitemgivesachancetothestudentstoraisecomplaintsandproblemstheymeetwhenlearningEnglishwithinternet.TheresultisdisplayedinTable5.7.Itisobviouslackingofrelatedlearningmethodsisthemostseriousproblemofthestudents,andthesecondseriousproblemislackingoftechnologyknowledgewhichisobstructivetoEnglishlearningwithIT.Besides,thereareasmallnumberofotherproblemslikeitistiringforeyestousecomputertolearn,havingnointerestyetinonlinelearning,etc.Table5.7ThemainproblemsundergraduatesmeetwithonlineEnglishlearningAsforinformationaccomplishment,thepresentresearchfirstinvestigatedwhetherthesubjectscanfindtheEnglishlearningresourcestheyneedthroughtheinternet.64.87%ofthemcanfindtheresources,buttherearestill35.13%ofthemcannot.Besides,themethodstosolvetheproblemsthestudentsmeetinautonomouslearningbasedonITaresurveyed.61.11%ofthemsolvetheproblemsmainlybysearchinginformationthemselves,28.47%ofthemaskforhelpofteachersorclassmatesand10.42%ofthemjustputtheproblemsasideunexpectedly.44\nChapterFiveResultsandDiscussion5.1.4Undergraduates'OpinionsontheRoleofEnglishTeachers,ThemselvesandtheSchoolThispartpresentstheundergraduates’opinionsontheroleoftheirEnglishteachers,themselvesandtheschoolrespectively.(1)OpinionsontheroleoftheirEnglishteachersIncollegeEnglishteachingwithmultimedianowadays,therolesofcollegeEnglishteacherinbothidealconditionandactualconditionareresearchedfromthestudents’view.AsTable5.8andTable5.9showtous,thereisabigdistancebetweenthetwoconditions.Table5.8TheidealroleofEnglishteachersinthestudents’viewOptionsA,C,D,F,G,H,J,andK,whichareneedsassessor,learningresourceprovider,motivationstimulator,collaborator,facilitator,guide,knowledgespreader,andtechnicaladviserrespectively,areespeciallydifferentinthetwoconditionsinthestudents’opinion,andtheiraccountsintheidealconditionareallhigherthanthoseintheactualconditionformorethan10percent.ItexplainstheEnglishteachersneedtodomoretomakeupforthegap.45\nChapterFiveResultsandDiscussionTable5.9TheactualroleofEnglishteachersinthestudents’view(2)OpinionsontheroleofthemselvesasstudentsAbouttheroleofthestudentsthemselves,theidealandtheactualconditionsinthestudents’viewarealsosurveyed.Amongthefiveoptions(Table5.10andTable5.11),theaccountsofB,C,andDintheidealconditionarehigherthanthoseintheactualconditionformorethan10percent.Thestudentsthinktheyshoulddomoreasactivebuildersofknowledge,collaboratorsaswellascollectorsofinformation.Butinthereality,theseaspectsarelimitedforthem.Besides,somestudentsaddedthattheirrolesarepassiveintheactualcondition.Table5.10Theidealroleofstudentsinthestudents’viewD.信息的收集者46\nChapterFiveResultsandDiscussionTable5.11Theactualroleofstudentsinthestudents’viewD.信息的收集者(3)OpinionsontheirschoolThesubjects’opinionsonwhattheschoolshoulddotohelpthemwiththeirEnglishlearninginthecontextofinformatizationareresearched.AsTable5.12displays,opinionsonprovidingnewequipment,stimulatingteacherstoresearchhowtousetechnology,convenienceofenteringcomputerlabsforworkandstudy,technicalsupportatanytime,especiallytrainingtheteachersandstudentstouseinternetandcomputermoreeffectivelyallaccountforhighpercentage.Thisexplainstheschoolneedstoimproveinalltheseaspects.Moreover,astudentaddedthatselfphone-assistedEnglishlearningisalsoveryconvenient;andanotherstudentsuggestedsettinguprelatedgroupsorcommunities.Theschoolhadbetteralsoconsiderthesetwopiecesofadvice.Table5.12Thestudents’opinionsontheschool47\nChapterFiveResultsandDiscussion5.2UnbalancebetweenUndergraduates'EnglishLearningandtheInformatizationContextThispartanalyzestheunbalanceofundergraduates’Englishlearningbasedontheresultspresentedin5.1.Thecriterionofjudgingwhethertheconditionsisunbalancedornotisecologicalbalancetheoryinlinguisticecology.Ecologicalbalanceincludesindividualecologicalbalance,groups’ecologicalbalanceandecologicalsystem’sbalance.Thetopicofthepresentresearchinvolvesthelastone——ecologicalsystem’sbalance.Becauseundergraduates’Englishlearningisasystem,inwhichthestudentsareorganismsandtheinformatizationcontextisanelementoftheorganisms’livingenvironment.Themanifestationofecologicalbalancereferstothebalanceinstructure,functionaswellastheinput-andoutput-energy(WuDingfu&ZhuWenwei,1990).So,itcanbeinferredthatecologicalunbalancecanmanifestunbalanceinstructure,functionandtheinput-andoutput-energy.Theanalysisbelowjustfollowsthesethreeaspects.(1)UnbalanceinstructureInrecentyears,informatizationhasbeenmoreandmoredevelopedallaroundourcountry.Plentyoftechnologyandrelatedequipmenthasturnedupandisbeingrefreshedcontinuously.Thespreadingandexchangeofinformationhasbeenmoreandmoreconvenient.Ingeneral,ourlifeissurroundedbyinformatizationextensivelynowadays,soistheEnglishlearningenvironment.Butinthiskindofconvenientenvironment,theundergraduates’intrinsicinterestofEnglishlearningisnotsostrong(asshowsin5.1.1);theirfrequencyofusingtechnicalchannelsandequipmenttohelpimproveEnglishisgenerallynothigh(asshowsin5.1.2);andtheroleofthestudentsinEnglishlearningisstillquitepassive(asshowsin5.1.4).Asaresult,thereisunbalancebetweentheuniversalspreadingofinformatizationandundergraduates’lackofintrinsicinterestmotivation,lowutilizationoftechnicalchannelsandthepassiveroleinEnglishlearning.Theseconditionsbelongtostructuralperspective.48\nChapterFiveResultsandDiscussion(2)UnbalanceinfunctionOntheonehand,itisknownthatinformatizationbringslargequantityofinformation,resourcesandmaterialsforEnglishlearning,andtherelatedtechnologyisdevelopingquitefast.Thestudents’attitudetowardsthefunctionofinformatizationinEnglishclassandlearningisgenerallypositiveas5.1.1presents.However,manyundergraduates(45.14%)thinkthereisbigdistancebetweentheresourcesonlineandtheiractuallearningneeds;many(35.13%)ofthemcannotfindtherightmaterialstheyneedthroughtheinternet;61.11%ofthemdeclaretheylackrelatedlearningmethodsforonlineEnglishlearningand39.6%ofthemcannottakeappropriatelearningstrategiesforonlineEnglishlearning;47.92%ofthestudentsalsolackenoughtechnicalknowledgewhichisobstructivetoonlineEnglishlearning.Theseundergraduates’conditionsleadtothefactthattheycannotutilizethecolorfulresourcesinformatizationprovidescorrectlyandsufficientlytohelpEnglishlearning.Itisobviousthatthereisunbalancebetweentheinformatizationcontextandundergraduates’theseconditions.Ontheotherhand,thereisunbalancebetweenthemulti-functionofinformatizationandundergraduates’singleobjectiveinEnglishlearning.Theactivityof56.25%ofthesubjectsoftendowiththeinternetisjusttofinishthetaskassignedbytheirteacher,andthatof64.58%studentsistopracticeEnglishskills.However,thereismuchmorethestudentscanlearnofEnglishthroughtheinternet.Forexample,theycanlearnaboutothercountries’culture,getnewideasandthoughts;knowmorenewsonvariousfieldsandsoon.Ingeneral,theundergraduates’objectivesofonlineEnglishlearningaretoonarrow,whichisunbalancewiththemulti-functionofinformatization.(3)Unbalanceintheinput-andoutput-energyInthepresentresearch,thespecificinputandoutputenergyoftheundergraduateshavenotbeentested,whichisalsoadifficultjobtogetthespecificdata.Butfromtherespondoftheundergraduatescollectedinthisstudy,someinformationcouldbeinferred.Manystudentsexpressedtheirlackoflearningmethods(61.11%),learning49\nChapterFiveResultsandDiscussionstrategies(39.6%)andrelatedtechnicalknowledge(47.92%)foronlineEnglishlearning;42.73%ofthestudentshavenoclearobjectiveswhenlearningEnglishonline;and56.31%ofthemcannotexcludetheinterferencefromunrelatedwebsitesandthesurroundings.AllthesefactorsmaybecometheobstaclesofstudentsinonlineEnglishlearning,whichwillcosttheirmuchmoretimeforthesameoutputoflearning.So,inthiscondition,thestudents’inputenergywillbecertainlyhigherthantheoutputenergy.Obviously,thisisunbalanceofecologicalsystem.5.3PossibleReasonsforEcologicalUnbalanceAsfortheecologicalunbalancebetweenundergraduates'Englishlearningandtheinformatizationcontextanalyzedin5.2,theremustbesomereasons.Thispartillustratessomepossiblereasonsbasedonfivetheories——limitingfactorprinciple,thelawoftolerance,ecologicalnichetheory,flowerpotseffectandflowing-watereffectfromlinguisticecology.Andtheecologicalunbalanceisnotcausedonlybystudentsthemselves.ItisalsorelatedtotheirEnglishteachersandtheschool.So,thereasonsareanalyzedfromthethreefollowingperspectives——students,Englishteachersandtheschool.(1)TheperspectiveofstudentsAsthesubjectiveofcollegeEnglishlearning,theundergraduatesshouldparticipateinthelearningprocesswiththehighestfrequency.Asaresult,thereasonsofunbalancebetweentheirEnglishlearningandtheinformatizationcontextmainlylieinthestudentsthemselves.Thefollowingreasonsfromthestudents'perspectivearelistedinthisresearchforthepresent.1)Accordingtothelimitingfactorprinciple,whencertainecologicalfactorisindeficientorexcessivesituationthatsurpassesthehighesttolerancedegreeoftheorganism,thenthisecologicalfactorwilllimitthegrowthandlivingoftheorganism.Inthisresearch,40.28%ofthesubjectsarereluctanttolearnEnglishjustbecauseitisacompulsorysubject;andonly33.33%ofthemlearnEnglishintheinformatizationcontextduetotheirinterestinEnglish.Asaresult,inthisresearchsomestudents'50\nChapterFiveResultsandDiscussionhighreluctanceorlowinterestinEnglishmayhavebecomethelimitingfactorsoftheirEnglishlearningwithinternet.So,manystudentslearnEnglishoutofextrinsicmotivation,andtheirinterestinEnglishremainstobeimproved.2)Inthisresearch,nearlyhalfofthesubjects(42.73%)havenoclearobjectivesinonlineEnglishlearning.Thisexplainstheirpoorplanningcapacity,whichwillcertainlycauselowlearningefficiencyandlittleoutput.Besides,moststudents(84.03%)cannotsticktogoodEnglishlearninghabitslikelisteningandreading;andmostsubjects(77.08%)cannotorganizeorcarryouttheirownstudyplan.Theseillustratethestudents'lowperseverance.BoththeirpoorstudyplanningcapacityandlowperseverancearethelimitingfactorsforEnglishlearninginthecontextofinformatization.Tosumup,thestudents'planningcapacityispoor.Atthesametime,theydonothaveenoughperseverance.3)Asthelawoftolerancesays,abiologymayjusthavequiteshallowtoleranceforcertainecologicalfactor;ifabiologyhasextensivetolerancetovariouskindsofecologicalfactors,itsdistributioncanbequitebroad;ifthereisanecologicalfactornotinitsoptimumsituationasforabiology,thenthisbiologymaybecometohavelesstolerancetootherecologicalfactors,either.Inthisresearch,only15.97%oftherespondentsoftencommunicatewithothersonEnglishlearning.Asforthesubjects,lackingofcommunicationonEnglishlearningmaybecometheobstructionofsomeofthemandmaynotbeobstructivetosomeofthem.Thisdependsonthesubjects'owntoleranceofthisfactor,i.e.theirabilitytomakeupthemissingoftheadvantagesofcommunicationwithothers.Ifthelackofcommunicationsurpassesstudents'abilitytolerance,thestudentswillbeobstructedbysomeotherfactors,either,likefailingtogetmoreonlineEnglishlearningmethodsandstrategies.Inbrief,thestudentsarelackofcommunicationonEnglishlearningwiththeirclassmatesandEnglishteachers,whichmaybeobstructivetothemtogetcorrectandmoreonlineEnglishlearningmethodsandstrategies.51\nChapterFiveResultsandDiscussion4)Intheecosystem,everyorganismownanicheandsoastokeepthenormalrunningoftheecosystem.Nichebreathistherangeofthesumofvariousresourcesthatanorganismcanuse.CompetitionexclusionprincipleorGauseruleiscloselyrelatedtoecologicalnichetheory.Whentwoormoreorganismsownthesameniche,especiallywhentheirnichebreathisalsothesameorsimilar,thecompetitionwillbeextremelyintense.Therespondentsofthisresearchareallfreshmenwhoareinthesameschoolandeventhesameclassinthesamecontext.So,itisundeniablethattherearevariouskindsofcompetitionamongthestudents,includinginEnglishlearning.Thesecompetitionsmaybegoodforstudents'Englishlearningandmayalsobebad.Onceblindorunhealthycompetitionexists,thestudentswillnotbeabletomakeprogresstogether.Intheinformatizationcontext,ifsomestudentsdonotliketoshareideasaboutonlineEnglishlearningoutofunhealthycompetition,someotherstudentsmaynotbeabletousetheinternettolearnEnglishinabetterway.So,thecompetitionamongthestudentsmaycauselesssharingonautonomousEnglishlearningwithinternet.5)Inlinguisticecology,theadaptivethresholdoftheorganismsfrom'flowerpots'willdecreaseaftertheorganismsleavetheflowerpots,andtheirecologicalamplitudeandecologicalvalencewillalsonarrow.Asaresult,theseorganismswillnotbeabletobearthechangeoftheirlivingcondition.Theconditionofthefreshmeniseventhesameasthatoftheorganismsleavingflowerpots.Beforeenteringtheuniversity,thestudents'Englishlearningishalformainly'dominated'bytheirEnglishteachers.However,intheuniversity,Englishlearningneedsmoreautonomyandself-learningespeciallyintheinformatizationcontextatpresent.SomestudentscanadaptthemselveswelltothenewsituationandnewEnglishlearningmodel.Butsomeofthemcannotadaptthemselveswellduetotheirdecreasedadaptivethreshold,narrowedecologicalamplitudeorecologicalvalence.Inshort,asinthefirstsemesterofuniversitylife,somestudentsmaynothave52\nChapterFiveResultsandDiscussionbeenadaptivetothenewEnglishlearningstylesandmodelscomparedwiththoseintheirmiddleschool.6)Flowing-watereffectreferstothephenomenonofcontinuousoptimizationofecologicalfactorsandcontinuousinputofsubstanceenergytokeepthedynamicbalanceofecosystem.Thebalanceoftheecosystemisdynamic.Tokeepthisbalance,theneedofflowing-waterisverynecessary.Theundergraduates'Englishlearningisanecosystemwhichalsoneedsdynamicbalance.Tokeepitsbalance,thestudentsmustkeepcontinuousoptimizationofEnglishlearningmethods,ideasandthoughts,andatthesametimekeepcontinuousinputofnewEnglishknowledgeandkeepstrengtheningEnglishskillsandaccomplishment.Especiallyintheinformatizationcontextnowadays,therearemoreEnglishlearningideasandmethodstohelpthem.Somefreshmencanmakeit,whilesomehavebecomemorerelaxedandeasedsinceenteringtheuniversityandfailtokeepthebalanceoftheirEnglishlearningwiththeinformatizationcontext.Inaword,somestudentsmayhavebecomemorerelaxedandeasedafterenteringuniversitylife,whichmadethemstoprefreshingideas,thoughtsandmethodsoncollegeEnglishlearningcontinuously.(2)TheperspectiveofEnglishteachersTherearemainlytworeasonsfromtheEnglishteachers'perspective.Andbothofthemarebasedonthelimitingfactorprinciple.ThefirstreasonthatliesintheEnglishteachers'informatizationaccomplishmentremainstobeimproved:notonlytheutilizationofmultimediainEnglishclass,butalsotechnicalcapacitystorageandproficiencyinonlineEnglishlearningtoinstructthestudents.Accordingtotheresultsshowedin5.1.1and5.1.4,thestudents'EnglishlearningeffectinthecontextofinformatizationisgreatlyinfluencedbytheirEnglishteachers'wayofusingmultimedia,andtheywouldliketogainmorefromEnglishteacherssuchasappropriateinterferenceintheironlineEnglishlearning,instructionofonlineEnglishlearningstrategiesandresourceutilization,onlinecommunicationaboutEnglishlearning.ThesecondissomeEnglishteachersstillhavenotmadethestudentsasthe53\nChapterFiveResultsandDiscussioncenterintheteachingandlearningprocess.FromtheopinionsofthesubjectsontheroleoftheirEnglishteachersandofthemselvesasanalyzedin5.1.4,thestudentsarepassiveonknowledgeconstruction,informationcollectingandcooperatingwithothers,however,theteachersaretheprovidersoflearningresource.TheteachersshouldthinktwiceontheirroleinEnglishteachingandstudents'Englishlearning.Asthestudents'opinions,theirteachersshoulddomoreonassessingtheirlearningneeds,stimulatingtheirmotivation,facilitatingandinstructingthem,andsupportingfortechnicalknowledge.Ingeneral,inthisresearch,theEnglishteachers'technicalaccomplishmentandtheirrolesinEnglishteachingaswellasinthestudents'Englishlearninghavebeenthelimitingfactorsforkeepingthebalancebetweenthestudents'Englishlearningandtheinformatizationcontext.(3)TheperspectiveoftheschoolTherearealsomainlytworeasonsfromtheperspectiveoftheschool,whicharealsobasedonthelimitingfactorprinciple.Firstly,theonlineEnglishlearningcentersetupbytheschoolisstillimperfect.TwoofthemostseriousproblemsoftheonlineEnglishlearningcenterarethebigdistancebetweentheonlineresourceandtheiractuallearningneedsandthelearningsubjectsonlinearenotclear.Besides,somestudentsarenotclearabouttheexistenceoftheonlineEnglishlearningcenter,letalonelearnEnglishthroughit.Thisillustratesnotonlytheweakoperationofthelearningcenter,butalsoitsimperfection.Secondly,thetechnicalsupportfromtheschoolisstillnotenough;atthesametime,thesupportshouldbekeptonandberefreshedcontinuously.Accordingtotheresultshowedin5.1.4,thestudentsthinktheschoolshoulddomoretosupporttheirEnglishlearningintheinformatizationcontext,whichhasbeendisplayedin5.1.4.Thisisadynamicprocess,sotheschoolshouldkeepthesupportandkeeprefreshingthesupportastimegoeson.Inthisresearch,theimperfectonlineEnglishlearningcenteranddeficienttechnicalsupportoftheschoolarethelimitingfactorsofthebalancebetweenthestudents'Englishlearningandtheinformatizationcontext.54\nChapterFiveResultsandDiscussion5.4BriefSummaryThischapteristhemainpartoftheresearch,whichincludesthreemicroparts.Thefirsttwopartsofthischapterpresentstheresearchresultsbasedonthecollecteddata,andthethirdpartofthischapterisdiscussion.Thefirstpartshowstheresultsofthecurrentsituationofundergraduates’Englishlearning.Inthispart,thesituationofundergraduates’motivation,interests,attitudes,self-learningsituation,objective,action,self-evaluation,informationaccomplishment,aswellastheiropinionsontheroleoftheirEnglishteacherandtheschoolareillustratedoneafteranother.Somenecessarytablesarealsoshownforconvenience.Thesecondpartisanalysisoftheunbalancebetweenundergraduates’Englishlearningandtheinformatizationcontext.Takingecologicalbalancetheoryasthecriterion,threeaspectsofunbalancebetweentheundergraduates’Englishlearningandtheinformatizationareanalyzed:ecologicalunbalanceinstructure,infunctionandintheinput-andoutput-energy.Thelastpartofthechapterdiscussesonthepossiblereasonsfortheecologicalunbalanceshowninthesecondpart.Thetheoreticalbasisofthediscussionisfivetheoriesfromlinguisticecology:thelimitingfactorprinciple,thelawoftolerance,ecologicalnichetheory,flowerpotseffectandflowing-watereffect.Asforthereasonresource,threeperspectivesaretaken:theperspectiveofthestudents,theEnglishteachersandtheschool.Thereareseveralreasonsfromeachperspective,especiallyfromthestudents’.55\nChapterSixConclusionChapterSixConclusionThischapterconsistsofaconclusionofthemajorfindings,theresearchimplicationsandthelimitationsforthestudy.6.1MajorFindingsTakinginformatizationastheresearchcontext,thisstudyinvestigatesthecurrentsituationofnon-Englishmajors’Englishlearningfirst.Thenwhetherthestudents’Englishlearningisbalancedwiththeinformatizationcontextornotisanalyzedbasedonthesituation.Theanswerisyes.So,atlastthepossiblereasonsoftheecologicalunbalancearediscussedbasedonrelatedtheoriesoflinguisticecology.Thegeneralizedcontentofeachpartisasfollows.6.1.1TheCurrentSituationofUndergraduates’EnglishLearningInthisresearch,ninefactorsofnon-Englishmajors’Englishlearningintheinformatizationcontextareinvestigatedbyquestionnaire.Theirmotivation,interest,attitudes,self-learningsituation,objectives,action,self-evaluation,informationaccomplishment,opinionsontheroleoftheirEnglishteachers,themselvesandtheschoolarepresentedbelowrespectively.Thefirstisaboutthesubjects’Englishlearningmotivationintheinformatizationcontext.Moststudents’instrumentalmotivationisquitehigh;however,moststudents’integrativemotivation(interestinEnglish)isrelativelylow.AndnearlyhalfofthesubjectslearnEnglishonlybecauseitisacompulsorysubject.Besides,asfortheautonomousEnglishlearningmodelintheinformatizationcontext,moststudentsholdmediuminterest.Abouttheattitudesofthestudents,mostofthemrecognizethemulti-functionofinformationandtechnologyinEnglishclassaswellasintheirautonomousEnglishlearningafterclass.MoststudentssupportfortheutilizationofmultimediainEnglishclassandtheyaregreatlyinfluencedbyit;atthesametime,theteachers’wayofusingmultimediaremainstoimprove.Besides,thestudentsreflectvariousproblemsofthe56\nChapterSixConclusiononlineEnglishlearningcenterestablishedbytheschool.AsfortheautonomousEnglishlearningsituationofthestudentsintheinformatizationcontext,mostofthemonlyaimtofinishthetaskandpracticeEnglishskills.TheyseldomcommunicatewithothersinEnglishoraboutEnglishlearning.AndtheirfrequencyofusingtechnicalchannelsandequipmenttoimproveEnglishislowgenerally.ItisamazingthatnearlyhalfofthesubjectsdonotknowtheexistenceofonlineEnglishlearningcentersetupbytheschool,letalonelearnEnglishthroughit.NearlyhalfoftherespondentshavenocleargoalwhenlearningEnglishonline.IntheactionoflearningEnglish,somestudentsdonotsticktolisteningorreadingEnglishafterclass;nearlyhalfofthemwillnotimitatetheintonationorvoiceofthespeakers;mostofthemlackplanningcapacityandperseverancetocarryoutlearningplans;andmostofthemdonotlearncriticallyfromtheEnglishoriginals.Aboutself-evaluationonEnglishlearningwithinternet,mostofthemcannotexcludeinterferencefromunrelatedwebsitesorthesurroundings;someofthemhavenohabitofsavingvaluableinformationormaterialsrelatedtoEnglishlearning;themostseriousproblemisthatmanystudentsexpresstheirlackofcorrectlearningmethods,strategiesaswellastechnicalknowledgeforonlineEnglishlearning.Theinformationaccomplishmentoftherespondentsisnotpositive,either.TherearestillmanystudentscannotfindEnglishlearningresourcetheyneedthroughtheinternet.AndtwoofthereasonsarethattheyseldomcommunicatewithothersontheproblemandsomeofthemevenletalonetheproblemstheymeetwithonlineEnglishlearning.Asforthestudents’opinionsontheroleoftheirteachers,themselvesandtheschool,thegeneralsituationisthatEnglishteachersareimperfectasneedsassessors,learningresourceproviders,motivationstimulators,facilitators,instructorsandtechnicaladvisers.Andthestudents’roleisstillpassive,fortheythinktheirrolesastheactiveconstructorsofknowledge,cooperatorsorcollectorsofinformationareweak.Besides,thestudentsthinktheirschoolshouldprovideenoughtechnicalsupportandtraintheteachersaswellasstudentsfortechnicalskills.57\nChapterSixConclusion6.1.2UnbalancebetweentheStudents’EnglishLearningandtheInformatizationContextAccordingtoecologicalbalancetheory,thebalancebetweentheorganismanditsecologicalenvironmentmanifestsmainlyinthreeaspects:thebalanceinstructure,infunctionandintheinput-andoutput-energy.So,takingthisasthecriterion,thepresentresearchanalyzesthebalancebetweenundergraduates’Englishlearningandtheinformatizationcontextinstructure,functionandtheinput-andoutput-energybasedontheresultsshowedinthecurrentsituationofthestudents’Englishlearning.Instructure,thereisunbalancebetweentheuniversalspreadingofinformatizationandundergraduates’lackofintrinsicinterestmotivation,lowutilizationoftechnicalchannelsandthepassiveroleinEnglishlearning.Infunction,ontheonehand,someconditionscausethattheycannotutilizethecolorfulresourcesinformatizationprovidescorrectlyandsufficientlytohelpstudentswithEnglishlearning.Forexample,theimperfectonlineEnglishlearningcenter,thelackoflearningmethods,learningstrategiesaswellasinformationaccomplishmentofthestudentsarealltheirobstructionstoEnglishlearningintheinformatizationcontext.Ontheotherhand,thereisunbalancebetweenthemulti-functionofinformatizationandundergraduates’narrowobjectivesinEnglishlearningwithinternet.MostoftheironlineEnglishlearningistofinishthetaskortopracticeEnglishskills.However,therearemoretheycanlearnaboutEnglishthroughtheinternet.Intheinput-andoutput-energy,itisinferredthatthestudents’inputenergyishigherthantheoutputenergy,whichisnottheidealcondition.Thebasisoftheinferenceisthestudents’lackofappropriateonlineEnglishlearningmethods,strategiesandtechnicalskills,whicharetheobstaclesoftheirlearningandwillcosttheirmuchmoretimeforthesameoutput.6.1.3PossibleReasonsforEcologicalUnbalanceAsthesubjectsofEnglishlearning,thestudentsmustbethemainreasonsourcefortheecologicalunbalance.Besides,theEnglishteachersandtheschoolarealso58\nChapterSixConclusionnecessaryparticipatorsofundergraduates’Englishlearning.So,thisresearchanalyzesthepossiblereasonsfortheecologicalunbalancefromthesethreeperspectives:theperspectiveofthestudents,theEnglishteachersandtheschool.Besides,thisresearchisalinguisticecologystudy.So,fiverelatedtheoriesfromlinguisticecologyareusedasthetheoreticalbasis.Theyarethelimitingfactorprinciple,thelawoftolerance,theecologicalnichetheory,theflowerpotseffectandtheflowing-watereffect.Thepossiblereasonsareasfollows.Fromthestudents’perspective,sixreasonsareanalyzed:(1)ManystudentslearnEnglishoutofextrinsicmotivationandtheirinterestinEnglishremainstobeimproved.(2)Thestudents'planningcapacityispoor.Atthesametime,theydonothaveenoughperseverance.(3)ThestudentsarelackofcommunicationonEnglishlearningwiththeirclassmatesandEnglishteachers,whichmaybeobstructiveforthemtogetcorrectandmoreonlineEnglishlearningmethodsandstrategies.(4)ThecompetitionamongthestudentsmaycauselesssharingonautonomousEnglishlearningwithinternet.(5)Asinthefirstsemesterofuniversitylife,somestudentsmaynothavebeenadaptivetothenewEnglishlearningstylesandmodelscomparedwiththoseintheirmiddleschool.(6)Somestudentsmayhavebecomemorerelaxedandeasedafterenteringuniversitylife,whichmadethemstoprefreshingideas,thoughtsandmethodsoncollegeEnglishlearningcontinuously.FromtheEnglishteachers’perspective,therearemainlytworeasons.ThefirstreasonthatliesintheEnglishteachers'informatizationaccomplishmentremainstobeimproved:notonlytheutilizationofmultimediainEnglishclass,butalsotechnicalcapacitystorageandproficiencyinonlineEnglishlearningtoinstructthestudents.ThesecondissomeEnglishteachersstillhavenotmadethestudentsasthecenterintheteachingandlearningprocess.Fromtheperspectiveoftheschool,therearealsomainlytworeasons.Firstly,theonlineEnglishlearningcentersetupbytheschoolisstillimperfect.Secondly,thetechnicalsupportfromtheschoolisstillnotenough;atthesametime,thesupportshouldbekeptonandberefreshedcontinuously.59\nChapterSixConclusion6.2ResearchImplicationsFromthisresearch,someimplicationsonundergraduates’Englishlearningintheinformatizationcontextatpresentaresummarizedasfollows.Firstly,undergraduatescouldreflecttheirownEnglishlearningsituationintheinformatizationcontext,andEnglishteacherscanknowaboutthestudents’learningsituationinordertobettertheirteaching.Thoughthisresearchisonlyacasestudy,itcanreflectthegeneralsituationofundergraduates’Englishlearninginsomedegree.ThisisachanceforthestudentstoreflecttheirownstudyandthentobettermakeprogressinEnglishlearninginthenewera.ForEnglishteachers,onlythroughknowingabouttheirstudents’situationcantheybetterteachEnglishbasedonmultimediaintheclassandhelpthestudentswiththeirself-learningafterclasswithinternet.Secondly,fromtheecologicalunbalanceanalyzedinthisresearch,whichmanifestsmainlyinthreeaspects,undergraduates,Englishteachersandtheschoolcangetageneralideaaboutthedeficiencyofthestudents’Englishlearninginthecontextofinformatization.Thirdly,theresearchanalyzessomepossiblereasonsfortheecologicalunbalancefromtheperspectiveofthestudents’,Englishteachersandtheschoolrespectively.So,undergraduates,Englishteachersandtheschoolcangetsomeideasaimingtobalancethestudents’Englishlearningwiththeinformatizationcontext.Lastbutnotleast,thisresearchisalinguisticecologystudy,whoseattentionisnotonlyinlinguisticsbutalsoinecology.ThelinguisticecologicalanalysisoncollegeEnglishlearningofthisresearchaimstobehelpfulforundergraduatestothinkmoreecologicallyandlearnmoreecologicallyinthisrapidlydevelopingeraofinformatization.Besides,oureducationneedstocultivate‘ecologicalhuman’,whocannotonlythinkecologicallybutalsoactecologically,whocanhandlehisrelationwithhimself,others,thenatureandtheworldecologically,andwhocangetthewisdomofecology.AndthisresearchisjustonequitelittlestepforcollegestudentstothinkandlearnecologicallyasforEnglishlearning,whichmayalsoinfluencetheir60\nChapterSixConclusionotherecologicalthinkingandacting.6.3ResearchLimitationsInspiteoftheaboveimplicationssummarizedfromtheresearch,therearestillsomelimitationsinthestudy.Inthisresearch,ninefactorsofundergraduates’Englishlearningintheinformatizationcontextareinvestigatedandanalyzedforthecurrentsituationofthestudents’learning,basedonwhichtheecologicalunbalanceisanalyzed.Thenumberoffactorsresearchedinthisstudyisbig,butontheotherhandthismaycausetheresearchoneachfactornotcomprehensiveoraccurateenough.So,thisresearchmaynothavereflectedtheecologicalunbalancebetweenundergraduates’Englishlearningandtheinformatizationcontexttotally.Relatedtothis,thepossiblereasonsfortheecologicalunbalancehavenotbeenlistedentirely,either.Besides,questionnaireisthemeresourceofdataforthisresearch,whichlimitstheresearchatsomedegree.6.4SuggestionsforFurtherResearchThispaperresearchednon-Englishmajors’Englishlearninginthecontextofinformatizationfromlinguisticecologyperspective.Accordingtotheanalysisofthedata,thereareseveralunbalancedphenomenabetweenthestudents’Englishlearningandtheinformatizationcontext,andsomepossiblereasonsareanalyzedfromtheperspectiveofthestudents,Englishteachersandtheschoolrespectively.However,asforthefurtherresearch,thelimitationslistedaboveshouldbemodifiedandmoremicrorelatedresearchoncollegestudents’Englishlearningcouldbedone.So,somesuggestionsaremadeasfollows:(1)Researchoncertainsinglefactor(forexample,motivation)ofcollegestudents’Englishlearningcanbedone,whichmayinvestigatetheecologicalunbalancebetweencollegestudents’Englishlearningandtheinformatizationcontextatmorespecificanddeeperdegree;atthesametime,itcanhelpsearchmoremicrorelatedreasons.Thisresearchhasfocusedonninefactorsofcollegestudents’Englishlearning.So,theresultoftheresearchisatamoremacrolevel.(2)Inordertogetclearersituationofcollegestudents’Englishlearningspecific61\nChapterSixConclusiontoinclassorafterclass,furtherresearchcanpayattentiontocollegestudents’in-classlearningandafter-classlearningseparately.Thesetwokindsofresearchhavedifferentfocusesandalsodifferentsignificance.(3)Moreresearchmethodscanbeappliedaccordingtotheresearchneeds.Forinstance,interviewcouldbeusedtogetmoredetailedandmoreaccurateinformationabouttheresearchsubjects’Englishlearningintheinformatizationcontext;classroomobservationcouldbeadoptedasfortheresearchoncollegestudents’in-classEnglishlearninginthecontextofinformatization.62\nReferencesReferences1.Alsulami,S.TheEffectsofTechnologyonLearningEnglishasaForeignLanguageamongFemaleEFLStudentsatEffattCollege:AnExploratoryStudy[J].StudiesinLiteratureandLanguage,2016(4):1-16.2.Barton,David.Literacy:AnIntroductiontotheEcologyofWrittenLanguage[M].Wiley-Blackwell,2007.3.BoultonA.CorporainLanguageTeachingandLearning[J].LanguageTeaching,2017(4):483.4.ÇakmakF.&ErçetinG.EffectsofGlossTypeonTextRecallandIncidentalVocabularyLearninginMobile-AssistedL2Listening[J].ReCALL:theJournalofEUROCALL,2018(1):24-27.5.Capra,Fritjof.TheWebofLife:ANewSynthesisofMindandMatter[M].London:HarperCollins,1997.6.C.Richards,J.&Schmidt,R.LongmanDictionaryofLanguageTeachingandAppliedLinguistics(Fourthedition)[M].GreatBritain,2010.7.Dickinson,L.Talkingshop:Aspectsofautonomouslearning[J].ELTJournal,1993(47):330-336.8.Gestanti,RohfinA.ListeningStrategiesEmployedbyNon-EnglishDepartmentStudents[J].JournalonEnglishasaForeignLanguage,2017(1):35-58.9.Godwin-JonesR.EmergingTechnologiesPersonalLearningEnvironments[J].Language,Learning&Technology,2009(2):3-9.10.GuoYan&QinXiaoqing.Out-of-ClassComputer-andNetwork-AssistedAutonomousEnglishLearning——AStudyonChineseNon-EnglishMajorUndergraduates’AttitudeandBehavior[J].TeachingEnglishinChina,2009(4):52-62.11.Halliday‚M.A.K.NewWaysofMeaning:TheChallengetoAppliedLinguistics.InE.Fill&P.Mühlhäusler(Eds.)‚TheEcolinguisticsReader[M].London:Continuum,2001:175-202.12.Harris‚R.Signs,LanguageandCommunication[M].London:Routledge,1996.13.Haugen,E.TheEcologyofLanguage.InE.Fill&P.Mühlhäusler(Eds.)‚TheEcolinguisticsReader[M].London:Continuum,2001:57-66.14.Hornberger‚N.H.MultilingualLanguagePoliciesandtheContinuaofBiliteracy:AnEcologicalApproach[J].LanguagePolicy‚2002(1):27-51.15.Hwang,Myunghwan,&Hee-KyungLee.DevelopmentandValidationoftheEnglishWritingStrategyInventory[J].System,2017(68):60-71.63\nReferences16.Iman,JayaN.DebateInstructioninEFLClassroom:ImpactsontheCriticalThinkingandSpeakingSkill[J].InternationalJournalofInstruction,2017(4):87-108.17.Kramsch,C.LanguageAcquisitionandLanguageSocialization——EcologicalPerspectives[M].LondonandNewYork:Continuum,2002.18.Kubota,Ryuko&SandraMcKay.GlobalizationandLanguageLearninginRuralJapan:TheRoleofEnglishintheLocalLinguisticEcology[J].TESOLQuarterly,2009(4):593-619.19.Leather,J.&vanDam,J.EcologyofLanguageAcquisition[M].KluwerAcademicPublishers,2003.20.Makkai,A.Ecolinguistics:TowardaParadigmfortheScienceofLanguage[M].London:FrancesPinterPublishersLtd,1992.21.Mǜhlhäusler,P.LinguisticEcology:LanguageChangeandLinguisticImperialisminthePacificRegion[M].LondonandNewYork:Routledge,1996.22.Mǜhlhäusler,P.&FillA.TheEcolinguisticsReader:Language,EcologyandEnvironment[M].LondonandNewYork:Continuum,2001.23.Mufwene,Salikoko.TheEcologyofLanguageEvolution[M].NewYork:CambridgeUniversityPress,2011.24.MurphyP.Web-BasedCollaborativeReadingExercisesforLearnersinRemoteLocations:theEffectsofComputer-MediatedFeedbackandInteractionviaComputer-MediatedCommunication[J].ReCALL,2010(2):112-34.25.Oxford,R.L.&Burry-Stock,J.AssessingtheUseofLanguageLearningStrategiesWorldwidewiththeESL/EFLVersionoftheStrategyInventoryforLanguageLearning(SILL)[J].System,1995(23):1-23.26.PanagiotidisP.PersonalLearningEnvironmentsforLanguageLearning[J].SocialinesTechnologies,2012(2):420-40.27.PopescuE.AUnifiedLearningStyleModelforTechnology-EnhancedLearning:What,WhyandHow?[J].InternationalJournalofDistanceEducationTechnologies(IJDET),2010(3):65-81.28.ReychavI.&McHaneyR.TheRelationshipbetweenGenderandMobileTechnologyUseinCollaborativeLearningSettings:AnEmpiricalInvestigation[J].Computers&Education,2017(113):61-74.29.Siemund,P.,EdithSchulz,M.&Schweinberger,M.StudyingtheLinguisticEcologyofSingapore:AComparisonofCollegeandUniversityStudents[J].WorldEnglishes,2014(3):340–362.30.Steffensen,SuneVork&Fill,Alwin.Ecolinguistics:thestateoftheartandfuturehorizons[J].LanguageSciences,2014(41):6-25.31.Stibbe,Arran.Ecolinguistics——Language,EcologyandtheStoriesWeLiveBy[M].Routledge,2015.32.TalakoubS.TheEffectofMobileSocialNetworkingasaSupplementaryStrategyonEFLLearners’WritingAbility[J].InternationalJournalofAppliedLinguisticsandEnglishLiterature,2018(2):9-19.64\nReferences33.Talebi,SeyedH.LinguisticProficiencyandStrategiesonReadingPerformanceinEnglish[J].InternationalJournalofInstruction,2015(1):47-60.34.TerenceOdlin.Language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是这样22.为了使自己有足够的时间学习英语，我很好地安排自己的学习日程并能认真执行。A.我从不这样B.有时这样C.经常这样D.总是这样23.对上网搜索出来的信息，你能迅速判断出哪些信息值得保存或下载A.我从不这样B.有时这样C.经常这样24.在利用网络进行英语自主学习的过程中，我们必须清楚自己在学习上的长处72\nAppendix和短处。A.完全同意B.同意C.不确定D.不同意E.完全不同意25.在利用网络进行英语自主学习的过程中，我能够分析自己的学习过程，更新学习策略A.完全不符合B.不符合C.不知道D.符合E.完全符合26.我可以通过校园内网或外网找到自己需要的英语学习资源A.完全不符合B.不符合C.不知道D.符合E.完全符合27.你进行网络英语学习时，遇到的主要问题是：（可多选）A.缺乏相应的学习方法B.缺乏相应的计算机网络等技术知识，妨碍了英语学习C.设备陈旧，故障发生后得不到及时解决D.学校对机房的使用有限制E.电脑设备太少F.网速太慢G.其他(请具体说明)_________28.在基于信息技术的自主学习中，遇到困难时A.找老师或同学解决B.自己找资料解决C.放在一边，先不管73\nAppendix第六部分：大学生对于信息化语境下师生及学校的看法调查29.你认为在多媒体教学环境下，大学英语教师的角色应该是（可多选）A.需求分析者B.设计者和开发者C.学习资源提供者D.动机激发者E.培训者F.协助者G.促进者H.引导者I.监督者J.知识传播者K.技术顾问L.组织者M.评价者N.其他(请具体说明)____________30.在当前的大学英语多媒体教学环境下，大学英语教师的角色实际是（可多选）A.需求分析者B.设计者和开发者C.学习资源提供者D.动机激发者E.培训者F.协助者G.促进者H.引导者I.监督者J.知识传播者K.技术顾问L.组织者M.评价者N.其他(请具体说明)____________31.你认为在多媒体教学环境下，学生的角色应该是：（可多选）A.评估者B.知识的主动构建者C.合作者D.信息的收集者E.知识的接受者F.其他(请具体说明)_________32.在当前的大学英语多媒体教学环境下，学生的角色实际是：（可多选）A.评估者B.知识的主动构建者C.合作者D.信息的收集者E.知识的接受者F.其他(请具体说明)________33.互联网环境下自主学习英语是自己的事情，教师不应该给予太多的干预A.完全不适合B.通常不适合C.有时适合D.通常适合E.完全适合34.为更有效的进行英语学习，你认为学校应该提供哪些支持？（可多选）A.提供最新软件和硬件设备B.培训老师和学生有效使用网络和计算机C.激励老师学习钻研如何使用技术D.老师和学生能随时进入机房进行工作和学习E.随时有技术人员提供技术支持74\nAppendixF.及时进行维护G.其他(请具体说明)_________35.在进行网络自主学习时，我希望老师给予我学习策略上的指导和帮助。A.完全同意B.同意C.不确定D.不同意E.完全不同意36.在进行网络自主学习时，我需要老师推荐一些良好的网络英语资源以及指导我如何使用。A.完全同意B.同意C.不确定D.不同意E.完全不同意37.在进行网络自主学习时，我希望能够通过E-mail、微信、QQ等与老师进行在线交流。A.完全同意B.同意C.不确定D.不同意E.完全不同意75\n作者简介及科研成果作者简介及科研成果作者简介：马娜(1990-)，女，汉族，1990年2月出生于河北省保定市。吉林大学公共外语教育学院2015级外国语言学及应用语言学方向硕士研究生。在读期间科研成果：论文：1.从生态批评角度探析《纳尼亚传奇凯斯宾王子》，《剑南文学》，第一作者，2016年7月2.浅析中国普通话与汉语方言间的语言和谐，《青年文学家》，第一作者，2017年6月76\nAcknowledgementsAcknowledgementsItwouldhavebeenimpossibleformetocompletethisthesiswithoutthegenerousassistanceofmanypeople.Takingthisopportunity,Iwouldliketoexpressmysinceregratitudetoallofthosewhohavecontributedtothecompletionofmythesisaswellasmystudyinpostgraduate’slife.Firstly,IwouldliketogivemyheartythankstomyrespectablesupervisorProfessorZhangLingkun,whogavemehelpandguidanceinmanyways.Thankstoalltheinspiringsuggestions,attentivesupervisionandunfailingencouragementfrommysupervisor,Icouldcompletethispaperandkeepforwardinpostgraduate’slife.ProfessorZhang’sgreatpatienceandsenseofresponsibilityareindeedtheadmirationofmine.Secondly,IreallyfeelgratefultotheteachersandstudentsintheuniversityinnortheastChinawhocontributedalottofinishmyquestionnaires.Withtheircooperation,Icancollectthedatafortheresearchfluently.Thirdly,IwouldalsoliketothankallteachersandprofessorsintheSchoolofForeignLanguageEducationofJilinUniversitywhotaughtmeinthesethreeyears.Fromthem,Ihavelearnednotonlytheknowledgeonlinguistics,butalsoattitudeandspiritinacademicandlife.Finally,myspecialthanksgotomyfamily,friendsandclassmates.Theirconstantcare,encouragementaswellasselflesssupporthavealwaysbeenadriveformeinmystudyandpostgraduate’slife.Thankstoallofyou!77