| As an important part of teacher’s language,teacher’s classroom evaluation language plays an important role in English classroom teaching.It is not only the language in which teachers understand students’ knowledge in the classroom,but also the language in which teachers guide students to learn to improve their learning ability,and it is also the language in which teachers increase students’ learning confidence and interest.In the middle school English classroom,if teachers use classroom evaluation language appropriately,it can enable students to introspect their learning behavior on their own,let students participate in classroom activities actively,stimulate students’ learning motivation,and also it can test students’ learning situation;On the contrary,if teachers use inappropriate classroom evaluation language,it will not only reduce students’ enthusiasm in learning English,but also affect the classroom teaching effect.In order to investigate the current situation of the use of classroom evaluation language by junior middle school English teachers,to explore the existing problems and their causes,and to understand students’ needs for English teachers’ classroom evaluation language,three research methods,including classroom observation,questionnaire and interview have been employed.33 classes of 5 teachers in Grade 8 of a middle school in Yanji City,Jilin Province were observed.Teachers’ classroom evaluation language were recorded.The questionnaire survey subject is 220 students of this school,covering the current situation of the use of classroom evaluation language by English teachers in junior middle schools and students’ needs for classroom evaluation language.The interviewees include 5 classroom observation teachers and 10 students selected from 220 students participating in the questionnaire survey.The interview content of teachers involves their views,use and how to improve the classroom evaluation language,and the interview content of students includes students’ views and needs for classroom evaluation language.Through the discussion and analysis of 33 classes’ classroom observation scale,215 valid students’ questionnaire survey data and interview results of teachers’ and students’,the following conclusions are drawn:there are limitations in teachers’ and students’ cognition of the function of classroom evaluation language;the content of classroom evaluation is more comprehensive,but the proportion of content classification is unbalanced;the use of non-verbal evaluation is less than that of verbal evaluation,ignoring the combination of the two;the partial positive evaluation is seldom used and other situations.There are three problems in junior middle school English teachers’ classroom evaluation language:1)The content of classroom evaluation lays too much emphasis on knowledge evaluation level.2)The form of classroom evaluation lays too much emphasis on verbal evaluation.3)The nature of classroom evaluation lays too much emphasis on all positive and all negative evaluation.The above problems are mainly for that teachers put more emphasis on the result than the process in teaching and there is a misunderstanding of non-verbal evaluation in the evaluation concept.At the same time,the study also found that students’ needs for English teacher’s classroom evaluation language have the following three aspects:1)Expectation for more guiding evaluation language in learning ability.2)Expectation for more non-verbal evaluation language.3)Expectation for refining positive evaluation and increasing partial positive evaluation.English teachers should take the classroom evaluation language into consideration when preparing for class.While paying attention to the knowledge level of students in class,they should also pay attention to the ability and emotion level of students,increase the non-verbal evaluation and combine the non-verbal evaluation with the verbal evaluation,refine the positive evaluation,understand the needs of students for classroom evaluation language after class,and improve the quality of classroom evaluation language by searching for relevant materials on the Internet,reading books,observing excellent classes and reflecting after class.This study provides teaching reference for English teachers to improve the quality of classroom evaluation language from four dimensions:content,form,nature,and student’s needs for them.It is hoped that the results of this study can help English teachers use more efficient classroom evaluation language to improve the teaching effect. |
