Global Journal of Human Social Science, G: Linguistics and Education, Volume 22 Issue 9

students are second language learners (Chinese and English), most ethnic minority students are third language learners (ethnic language, Chinese and English), and most ethnic minority students from the school of south and southeast Asia languages are fourth language learners (ethnic language, Chinese, English and professional languages). Han students in the province mostly use dialects to communicate, while minority students mostly use dialects or national languages to communicate. The author found that this phenomenon is also common among teachers. Teachers and students usually use Mandarin only in formal occasions inside and outside campus, such as conferences, classrooms and other places. What’s more, most of their Mandarin is not standard with obvious regional characteristics. The use of English is almost limited to classroom learning. ii. The setting and arrangement of college English courses are unreasonable. The current curriculum of the university is as follows: college English reading and writing and college English audio- visual and oral courses are offered at the same time in the first year of college, with two classes each week, a total of 16 weeks; Only college English reading and writing are offered in the second year of college, with two weekly classes, a total of 16 weeks. Teachers are allocated according to the number of classes opened in each grade. The maximum number of classes is 60. Students are free to choose classes according to their schedule. As a result, in the same class, students come from different colleges and majors, and their English foundation varies greatly. Teachers cannot teach in full English, and students with poor foundation cannot participate in various classroom teaching activities, which seriously affects the enthusiasm of teachers' teaching and students' learning enthusiasm. In addition, as a public compulsory course, the university only offers college public English courses. Due to the lack of professional foreign language talents, colleges have been unable to offer professional English courses. The university has certain advantages of bilingual talent resources in school of south and southeast Asian languages, but only a few teachers have offered basic language courses such as college Thai in the form of general education course, and there are no special cross-border languages with ethnic minority languages, such as Vietnamese, Myanmar, Lao and other non common language courses. The advantages of bilingual talents of ethnic minorities have not been brought into play, and the learners of ethnic minority languages are usually recruited from the ethnic minority students. b) Imbalance of micro-level factors The micro-level factors of college English cover a wide range of factors. The imbalance of teachers, classroom environment, teaching facilities, and class size in ordinary colleges and universities also exists in ethnic colleges and universities. Therefore, the author will mainly focus on the composition of the special teaching subjects in ethnic colleges and universities, that is, the two ecological factors of teachers and students, to discuss the more prominent ecological imbalance of teaching subjects. i. The ability and behavior of teachers are unbalanced. As the main body of “teaching”, teachers' professional quality, teaching ability, speech and behavior will exert a subtle effect on students’ acquisition of professional knowledge and improvement of personality (Guan Jingjing, et al, 2016). However, due to the unified curriculum setting and syllabus plan, teachers’ professional skills cannot be brought into full play; The number of classes is large, the level of students varies, and teachers cannot implement targeted teaching strategies. Over time, problems such as teachers’ collective lesson preparation, single teaching methods, and monotonous teaching courseware have gradually emerged, which restrict the exertion of teachers’ subjective role. Imbalance between students' habits and environment. As the main body of “learning”, students should have shown a diversified development trend, but restricted by factors such as the place of origin and the disparity of learning level, there are generally some unfavorable phenomena such as insufficient learning motivation, single methods and large differences in effects. Most students can not make full use of computers, notebooks and smart phones for study purposes, nor can they make full use of school teaching facilities, such as self-learning platforms, rain classroom, MOOCs, etc., instead, they are addicted to the entertainment function of the equipment. In addition, some students have acquired three or even four languages. The adverse factors of mother tongue or foreign language negative transfer affect the learning efficiency and gradually hinder the cultivation and maintenance of learning enthusiasm. c) Imbalance between macro-level and micro-level factors The main body of the ecosystem plays a decisive role in the development of the whole ecosystem, and also restricts the status and relationship between other factors within the system. The imbalance of the ecological subject of college English teaching has led to the dislocation of other ecological factors in the whole system, the virtual existence of the curriculum, the confusion of the classroom environment, the failure to © 2022 Global Journals Volume XXII Issue IX Version I 34 ( ) Global Journal of Human Social Science - Year 2022 G A Study on the Status Quo and Reconstruction Paths for Ecological Imbalance in College English Classroom under the Background of Informationization --Taking Yunnan Minzu University as an Example