A Survey Of Teachers' Evaluation Language In Senior High School English Classrooms

At present,classroom teaching is the main form of English teaching in our country.As the leading person of classroom teaching,a teacher's language is the main means to implement classroom teaching.As an important component of teachers' language,teachers' evaluation language evidently takes an important position in English classroom teaching.Teachers' evaluation language in classroom refers to the timely feedback made by the teacher in classroom teaching in terms of students' learning behavior,learning result and so on,including knowledge-based evaluation terms,ability evaluation terms and emotional attitude evaluation terms.In class,the students find and correct their own problems in time,and change their ways and attitudes of learning according to the teachers' evaluation.Therefore,whether teachers can use appropriate evaluation language in class plays a vital role not only in English learning,but also in students' learning emotion and attitudes.For now,the emphasis of our English teaching reform is still mainly on the teaching content and method.Teachers' evaluation of students' knowledge,ability and emotional attitude is still uneven.All of them have a clearly negative effect on students' English learning.Therefore,it is very important to improve the quality of teachers' evaluation language in senior high school English classrooms.This study is carried out by means of classroom observation,questionnaire survey,and interviews.To be more specific,20 classes of English teaching by 4 English teachers in Jigang High School in Shandong province were observed,and the teachers' evaluation language were recorded and analyzed.Meanwhile,a questionnaire survey was conducted among teachers and students,and some teachers and students were interviewed in order to learn about their views and suggestions on teachers' evaluation language in English classrooms.Based on the analysis of the data from classroom observation,questionnaire survey and interviews,this thesis explores the present situation of the use of teachers' evaluation language in English classrooms in senior high schools in China,summarizes the existing problems in the use of teachers' evaluation language in senior high schools,and the causes of these problems.Suggestions were put forwards for senior high school English teachers in order to improve the English classroom teaching.There are two research questions in the study.Question One: What problems exist in the use of teachers' evaluation language in senior high school English classrooms in China? Question Two: What are the causes of these problems?According to the study,the following conclusions have been drawn: 1.The problems in the use of teachers' evaluation language in senior high school English classrooms are: major emphasis is put on the use of knowledge evaluation language,while the use of ability evaluation language becomes merely a formality,and the use of emotional attitude evaluation lacks variety.2.The causes of these problems are: the lack of proper school management and training;insufficient awareness of the teachers about the importance of evaluation language,as well as the lack of dynamic actions.The suggestions are therefore put forward to strengthen the attention of the school management and establish the corresponding training mechanism,and to improve teachers' self-cultivation and evaluation skills.