| Classroom evaluation language plays a key part in classroom teaching,which has great influence on learning and teaching.Students act as the object of classroom evaluation,and their participation can measure the degree of effectiveness in classroom teaching.Thus,getting students involved in classroom participation is vital to putting “Subjectivity Education” into practice.Junior middle school classes from underdeveloped areas have become a platform in providing the qualified education resources for minority ethnic group students and a few Han students in under-poverty areas of Xinjiang.That is the practical basis on which the research attaches the focus to English classroom teaching in junior middle school classes for underdeveloped areas.How to give evaluations in English classes to facilitate students' participation is of great importance in the whole research.By means of questionnaire survey,the research gets data about status of using evaluation language for English teachers and the classroom participation from students.Classroom observation acts as the second research method.54 periods of English classes ranging from reading,listening and speaking,grammar and vocabulary and writing are observed,and then teachers and students' classroom behaviors are recorded by the encoding rules of adapted FLAS system.Moreover,the quantitative and qualitative analyses about correlation and its cause are done by Pearson correlation analysis and Conversational Analysis.The findings are as follows:1.Bilingual(English and Chinese)evaluation language,different sectional distribution in an English class,and students' classroom participation-based design are characteristics of English teachers' evaluation language.Every English teacher interviewed uses evaluation language,and 75% of them evaluate bilingually in different sections of an English class,such as in question and answer,role play,group discussion and brainstorming.The same percentage of teachers think they know students' hobby and that most students can participate in class actively.Half of the teachers give immediate evaluation right after the students' answers.2.Classes investigated show significant differences in behavior participation,cognition participation and affection participation from the perspective of gender,grade and different classes(minority classes with or without Han students).English levels and classroom environment vary from class to class.Boys' scores are significantly lower than girls' in the three aspects(t=-2.537,-2.007,-2.237;df=448,448,285.676;p<0.05).And as the length of learning English in junior middle school gets longer,the students show less participation than the beginning(grade 7>grade 8>grade 9).What's more,classes with Han show significantly more behavior participation than classes without Han(MD=1.432,p<0.05).3.In general,classroom evaluation language facilitates students from minority classes without Han in active classroom participation on the one hand,on the other hand,it activates more students' passive participation in minority classes with Han.Positive evaluation facilitates active participation in classes without Han students and is closely related to their active participation(r=.749>.7,p<0.01),while it is moderately correlated with passive participation of classes with Han(r=.513,p<0.01).Negative evaluation does not show any significant correlation between the two variables.The neutral evaluation shows moderately negative correlation with active participation in classes without Han(r=-.448,p=0.015),while it shows moderate correlation with passive participation of classes with Han(r=.608,p=0.001).4.English teachers' evaluation language in junior middle school classes from underdeveloped areas plays dual parts in English teaching.The one is acting as knowledge-based judgment and affective feedback,and the other is being one sort of language input.As language input,teachers' evaluation language has effects on the output and language participation through the interaction of evaluation. |
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