An Investigation On The Application Of Teachers' In-Class Evaluation Language In Junior High School

As an important part of teacher talk and language input,teachers' in-class evaluation language encourages students to be more confident,increases students' interest in English learning,guides students to think deeply,corrects students' inappropriate classroom behaviour,explains and supplements much knowledge which are related to relevant activities and tasks.In addition,teachers' in-class evaluation language provides communication opportunities in real language situation,which plays an important role in students' language acquisition.Therefore,the study of English teachers' in-class evaluation language has become an important aspect of English teaching practice.As a school-based research,this study is researched in Xi'an Gaoxin No.1Middle School.Based on multiple intelligences theory and teachers' assessment literacy,the author analyzes and studies the application of six English teachers' in-class evaluation language through classroom observation and in-depth interview.The results of this study show that teachers can frequently use in-class evaluation language in junior high school English classes.Besides,teachers' in-class evaluation language is used more frequently in the reading class than in the listening-speaking class.The usage of in-class evaluation language in Grade 7 is the highest among the three grades.Female teachers use in-class evaluation language more frequently than that of male teachers.As for the types of evaluation language,it can be found that all the teachers like to use affirmation and encouragement evaluation language and they seldom use summary evaluation language.In regard to the contents of evaluation language,the teachers attach great importance to knowledge-based evaluationlanguage,but ignore the skill-based and emotion and attitude based evaluation language.As for the objects of evaluation language,all the six teachers are likely to evaluate individual than group or the whole class.However,there are some problems in in-class evaluation language such as it is too simple,too general lacks emotional input and so on.The main reason for the above phenomenon is that teachers' teaching ideas about in-class evaluation language are not comprehensive.Moreover,teachers' preparation before class and reflection after class are inadequate.What's more,teachers' professional accomplishment especially assessment literacy is not enough.Facing above the problems,this study proposes that teachers ought to update their evaluation concepts timely.In addition,they are suggested to observe more classes from excellent and experienced teachers and learn from them.Furthermore,the school administrators should pay more attention to teachers' in-class evaluation language and establish the corresponding long-term training system for teachers' further study.