An Investigation On The Usage Of Teachers’ Evaluation Language In Junior High School English Reading Class

Classroom evaluation language is the main tool for teachers to carry out classroom evaluation.In English reading class,teachers’ evaluation language plays an important role.Proper teacher evaluation language is conducive to stimulating students’ reading interest,enhancing students’ confidence and improving students’ reading ability.In this study,literature analysis,questionnaire survey,interview and observation are used.This study investigates from four dimensions: purpose of use,type of use,method of use and effect of use,in order to know the current situation of teachers’ use of evaluation language in English reading class in junior high school.In terms of using purpose,it is found that teachers use reading classroom evaluation language to enhance students’ reading confidence and strengthen the interaction between teachers and students.In terms of using type,teachers use more direct evaluation language and positive effect evaluation language,less indirect evaluation language and negative effect evaluation language.In terms of using method,first of all,teachers use evaluation language with different frequency according to different aspects of students’ performance.Second,teachers’ evaluation is different based on different aspects of students’ performance in reading class.In addition,in different reading stages,teachers’ evaluation language pay attention to different aspects of students.Finally,in different situations,there are also differences in teacher evaluation.In the aspect of using effect,the teacher’s evaluation language in reading class helps greatly to improve the quality of reading teaching,but helps least to cultivate students’ cultural awareness.According to the survey,there are some problems in teachers’ evaluation language in English reading class in junior high school.First of all,teachers’ evaluation language in English reading class is not rich enough,and the degree of humor needs to be improved.Second,teachers’ frequency of using evaluation language in reading class is low and teachers’ evaluation content is not comprehensive.Third,teachers’ targeted use of evaluation language in reading class is not strongenough.These problems are mainly caused by the lack of communication platform,the need to update the concept of teachers’ reading evaluation,and the imperfection of the evaluation system.In order to further improve teachers’ evaluation language,first of all,teachers should improve their awareness of reading classroom evaluation language.We should help teachers increase their knowledge reserve and improve the way and quality of using reading classroom evaluation language.Secondly,it is necessary to strengthen the construction of communication platform for teachers’ evaluation language in reading class.We should strengthen the training of teachers’ evaluation language in reading class,establish an inter school evaluation language communication and cooperation platform,and strive to build a cooperative research community for teachers’ evaluation language in reading class.Finally,we should improve the evaluation system of teachers’ evaluation language in reading class.The school should increase the evaluation requirements of teachers’ reading classroom evaluation language,establish a scientific and standardized standard system of teachers’ classroom evaluation language,and build a diversified evaluation subject,so as to improve the use level of teachers’ reading classroom evaluation language.