Analysis of the Research Path of Foreign Language Teaching from the Perspective of Ecological Linguistics

Abstract

This study constructs a foreign language teaching framework based on ecolinguistic theory. In the context of contemporary globalized education, traditional English teaching models show ecological imbalance issues. To address this challenge, the research reviews the developmental trajectory of ecolinguistic theory, commencing from Haugen's concept of "language ecology" and extending to Halliday et al.'s critical research paradigm. Building upon theoretical exploration, this study extensively incorporates research achievements from Chinese scholars, proposing an operational research pathway, including holism, dynamism, interaction and situatedness. Through systematic methodological construction, the study provides innovative approaches for diagnosing practical issues in foreign language teaching. Simultaneously, it offers practical solutions for establishing a sustainable foreign language teaching ecosystem.