虽然诸多高校在本科低年级开展学术英语教学，但鲜有学习效果的研究。本文基于给养理论，采用质性研究路径，从生态视角对非英语专业一年级随机挑选的本科学生学术英语学习环境的给养转化情况进行探析。研究结果表明：1）研究对象感知解读的学习资源丰富，互动机会多元，转化行动积极；2）转化环境给养受两个消极因素影响较大。文章建议，本科低年级学术英语教学应营造与学习者认知水平相适应的学习环境，促进环境给养积极转化，以提高学习效果。

Many universities in China have offered English for Academic Purpose (EAP)programs to the freshmen and sophomores. However, few researches have been done on its learning effects. Based on affordance theory, this study attempts to explore affordance actualization in EAP learning environment among randomly selected Non-English major freshmen from an ecological perspective via qualitative research method. The results show that: 1)learning resources perceived and interpreted by participants are abundant, with multiple opportunities for interaction and positive actions;2)two factors play the negative roles in their ecological affordance actualization. The paper suggests that a learning environment appropriate to learners’ cognitive level be created when EAP programs to the first and second year of students are offered, to promote positive affordance actualization and to enhance learning outcomes.