A Comparative Study Of Classroom Evaluative Feedback Between Novice And Expert English Teachers In Junior High School

This study is to compare and analyze the classroom evaluative feedback of a novice and an expert English teacher in a junior high school.Classroom evaluative feedback refers to the language used by teachers to give immediate evaluation on students’ classroom performance.Under the guidance of The New National English Curriculum Standard for Compulsory Education,teachers have been being explored or improved ways or skills of evaluation to promote students’ development and improve teaching effect,while there are not many deep studies on English teachers’ classroom evaluative feedback based on developmental evaluation in junior high school.The comparative study of classroom evaluative feedback between the novice teacher and the expert teacher can not only provide practical guidance for the novice teacher as well as improve her professional development,but also help the expert teacher reflect on her classroom evaluative feedback.The thesis attempts to explore the following questions:(1)What are the differences between the novice teacher and the expert teacher’ consciousness of using classroom evaluative feedback in junior high school?(2)What are the differences between the novice teacher and the expert teacher’ practical use of classroom evaluative feedback in junior high school?(3)What are the students’ views on the use of classroom evaluative feedback by the novice teacher and the expert teacher?According to the purpose of the study,the author selects an expert teacher and a novice teacher from Grade Seven in the internship school.Firstly,they are interviewed to find out the differences of their consciousness of using evaluative feedback.Besides,in order to comprehend the teachers’ classroom evaluative feedback more deeply,the author chooses three classes of the expert teacher and the novice teacher respectively for classroom observation to compare the differences between the novice teacher and the expert teacher’s practical use of classroom evaluative feedback.Finally,83 questionnaires are distributed to the classes of the novice teacher and the expert teacher to figure out the students’ views on the use of classroom evaluative feedback.Through the analysis of the interviews,observation,transcriptions and questionnaires,this study finds out that the differences of classroom evaluative feedback between the novice teacher and the expert teacher in junior high school mainly reflect in the following aspects:(1)When giving evaluative feedback to different students,the expert teacher pays more attention to collective-concerned evaluative feedback and the evaluative feedback given by the expert teacher is more targeted and specific to students,while the novice teacher relatively gives more fuzzy evaluation to students;(2)The expert teacher pays more attention to ability-centered and emotion-centered evaluative feedback,however,emotion-centered evaluative feedback made by the expert teacher is easily ignored by the students,while the novice teacher pays more attention to knowledge-centered evaluative feedback;(3)The expert teacher focuses more on students’ learning process and uses more indirect evaluative feedback,for example,she gives students more opportunities to participate in the class,while the novice teacher uses more direct evaluative feedback and focuses more on the master of the knowledge.Therefore,the expert teacher does better than the novice teacher in these three aspects:content-centered evaluative feedback,object-concerned evaluative feedback and expressive forms based on the principles of developmental evaluation.For teachers’ classroom evaluative feedback,the author puts forward the following suggestions:(1)Strengthen theoretical knowledge;(2)Pay attention to the reflection on classroom evaluative feedback.