An Analysis Of Middle School Chinese Teachers' Classroom Evaluations From The Perspective Of Linguistic Adaptation Theory

Classroom evaluation is an important part of classroom teaching.Classroom evaluation language is a kind of instant dialogue and impromptu comments made by teachers in the process of classroom teaching on students' learning state,thinking development,learning process and learning effect in the form of spoken language(oral language)and silent language(body language).As one of the most important tools of classroom evaluation,classroom evaluation language plays an important role in classroom teaching.Good classroom evaluation language can not only on the current classroom performance of students in a timely manner,but also to students learning interest and intention of after a profound effect,also can fully mobilize students' learning initiative and enthusiasm,promote the effective interaction between teachers and students,so as to improve the teaching quality.This paper takes the classroom evaluation language in 20 classes of 20 junior middle school Chinese teachers in B city as the research object,through the way of classroom observation and interviews to conduct analysis and study,using self-made classroom observation scale to evaluate the language teacher's classroom language to statistics,from the language assessment,evaluation using the object,evaluation methods,evaluation content and evaluation language use five aspects to analyze classroom evaluation language.Through the analysis,it is found that there are many problems in the use of language in the classroom evaluation of Chinese teachers in middle schools.The use of evaluation language is too much for personal evaluation,too much for students' knowledge,and too little for students' emotion and attitude.Moreover,the use of evaluation language has a single function,with too much emphasis on the error-correcting function of students and too little attention to other functions.In terms of language evaluation,the expression is relatively simple and lacks certain literariness.From the perspective of pragmatic adaptation,this paper discusses the diagnostic,motivational,guiding and aesthetic pragmatic functions of classroom evaluation language.This paper analyzes the realization of the pragmatic function of classroom evaluation after the factors of contextual context,field context,social context and text context.In view of the problems in the use of classroom evaluation language by Chinese teachers in junior middle school,improvement strategies are put forward.This study can promote teachers to actively use classroom evaluation language in accordance with the context of Chinese classroom teaching,improve the evaluation efficiency and effectively realize the evaluation function.