Wang Ziyi

 Northeast Forestry University

Abstract：

English grammar instruction in foreign language teaching has undergone a process of “emphasis-neglect-renewed” attention. In recent years, as the drawbacks of neglecting grammar teaching in communicative approaches became apparent, grammar instruction has regained focus. Based on an ecolinguistic perspective, this study conceptualizes junior high school English grammar classrooms as dynamic, balanced ecosystems, exploring the construction of grammar teaching models and their embodied ecolinguistic characteristics. Through interviews and classroom observations, it was found that teachers generally demonstrate strong pragmatic teaching awareness and employ certain pragmatic teaching strategies, which mainly include the following categories: creating pragmatic contexts by integrating unit themes and grammar items with information technology; presenting and summarizing grammar knowledge through multimodal approaches; cultivating pragmatic competence by combining grammar with English language skills; and designing transfer and innovation tasks, though pragmatic evaluation strategies are rarely used. The grammar classrooms exhibit ecological characteristics of holism, diversity, dynamism, balance, and developmentalism.

Key Words：

ecolinguistics; junior high school English; grammar teaching; pragmatic strategies; ecological characteristics