A Study On Effects Of English Teachers’ Classroom Evaluation Language On Students’ Participation In Junior High School

The purposes of teachers? classroom evaluation language are to stimulate students? learning motivation,encourage their participation in teaching activities,increase their interest and confidence in learning,correct their misconducts,and promote their language output.And students? classroom participation is the key to getting good learning results.Undoubtedly,English teachers? classroom evaluation language has different effects on students? participation in junior middle school,for example,the different effects on students? verbal and non-verbal activities.Therefore,it is necessary to investigate the specific impacts of English teachers? classroom evaluation language on students? participation.The study is conducted in Xi?an Gao Xin No.1 Middle School with three English teachers and three hundred students from Grade eight.Based on Long?s Interactional Hypothesis,the study analyzes four research questions,namely,the situations of students? behavioral,cognitive and emotional participation in the English class,and the current status of English teachers? classroom evaluation,and the correlation between them through questionnaire,classroom observation and interview.And the specific effects of English teachers? classroom evaluation language on students? participation are illustrated in detail.The results of the study can be described as follows.Firstly,the ratio of students? behavioral participation in English class is relatively high,and their classroom participation patterns are mainly non-verbal activities.Meanwhile,they have more verbal activities such as answering initiatively,answering the call and answering together.Secondly,in terms of using classroom evaluation language,the three English teachers are more likely to use affirmative evaluation language to evaluate students? classroom performances.Thirdly,the English teachers? classroom evaluation language is essential,and it has a significant correlation with students? classroom participation.In particular,the affirmative evaluation language has significant effects on some students? participation patterns in the classroom.In addition,the study proposes some implications based on the results and discussion of this study.Firstly,the school should provide opportunities for English teachers? collective learning and training to enrich their theoretical knowledge.Secondly,the English teachers in junior high school should anticipate the evaluation language that will stimulate students? classroom participation in advance.Thirdly,English teachers should work hard to create a harmonious and democratic classroom atmosphere,and allocate more time to students to make them interact with teachers and other students freely in the class,which can increase their chances of language output.Finally,English teachers ought to pay special attention to students? emotional responses and psychological changes in classes so that they know exactly what kind of evaluation language can promote their active participation in teaching activities.