In today’s society, citizens’ ecological literacy (ecoliteracy) is critical for their understanding of sustainable development. This study used a questionnaire designed to quantitatively assess ecoliteracy from a linguistic ecology perspective. First, an underlying mechanism model for ecoliteracy was designed based on the results of previous studies. Then, the ecoliteracy level assessment scores of Guiyang inhabitants were combined with the respondents’ corresponding lifestyle characteristics to explore the effectiveness of interventions in affecting the participants’ ecoliteracy levels. The results showed that the formation and development of ecoliteracy is a dynamic and circular process that revolves around variables of independent, dependent, mediating, moderating and control. The various factors in the model interact and operate evenly along a particular path. As for the level of lifestyle characteristics, participants’ ecoliteracy levels had a statistically significant relationship with their attitudes regarding the importance of nature, participating in outdoor activities, and improving their ecoliteracy levels; as well as the frequencies regarding daily outdoor activity, the main activities in ecological areas, participation in volunteer activities, and use of ecological knowledge. The respondents with the highest levels of ecoliteracy had the most positive attitudes and engaged in ecological actions with the highest frequency. The lifestyle intervention features here are of great significance to the harmonious coexistence between humans and the natural environment and are also helpful for improving human health.