A Survey On The Current Situation Of English Teachers’ Classroom Oral Evaluation In Junior High School

Oral evaluation is a very important part of teaching activities.The quality and level of teachers’ oral evaluation in the classroom directly affect students’ motivation,confidence and interest in learning.Teachers’ effective oral evaluation can stimulate students well,promote students’ good development,make the whole classroom full of vitality,and thus improve the teaching effect.On the contrary,it will increase students’ foreign language learning anxiety,restrict or even hinder the teaching process and students’ development.Based on the analysis of related literature,the author finds that most studies on teachers’ oral evaluation are concentrated in primary schools,senior high schools,and universities.There is a lack of systematic research on oral evaluation of English teachers in junior high school.In addition,most studies only define the basic concepts and classification methods of teachers’ oral evaluation.An in-depth analysis of its affective function is also required.Therefore,this thesis strives to investigate the current situation of English teachers’ oral evaluation in junior high school,and hopes to provide a reference for junior high school English teachers and further improve the level of teachers’ oral evaluation.This thesis takes three English teachers and 200 students of the second grade of No.16 High School in Zhengzhou as research subjects,adopts three methods of classroom observation,questionnaire,and interview and attempts to answer two research questions:(1)What is the current situation of English teachers’ classroom oral evaluation in junior high school? And what are the problems existing in the current situation?(2)What are the causes behind the problems existing in the current situation of English teachers’ oral evaluation?Through statistical analysis of relevant data,the study found that:(1)The data from classroom observation show that in terms of evaluation form,the oral evaluation of English teachers in the classroom only focuses on the judgment of the students’ answers.English teachers’ oral evaluation method is single,mainly using three methods of praise,encouragement and criticism,and focusing on positive evaluation.When students fail to answer questions,teachers often turn to ask other students,or split into simple questions to guide students to answer and indirectly express negative evaluations on students.This kind of evaluation is conducive to protecting students’ motivation and self-confidence.In a few cases,teachers’ evaluation on students is not timely,and sometimes the evaluation is ignored.As far as the evaluation content is concerned,the oral evaluation of teachers mainly aims at the knowledge and ability of students,lacks the evaluation on students’ affection and attitude,and fails to give full play to the role of the oral evaluation of teachers in promoting students’ learning motivation and self-confidence.The teachers’ oral evaluation is general,aimless and superficial,which is focused on single oral evaluation terms.Therefore,the characteristics of English subject are not highlighted.As for the evaluation target,in oral evaluation of teachers,the main targets are the whole class and individuals,lacking the oral evaluation on the group.In terms of timeliness of evaluation,the oral evaluation of teachers is not timely enough,and students cannot get a specific and feasible direction of effort.(2)After the analysis of the data from questionnaire and interview,it was found that the causes of the existing problems in the current situation of English teachers are subjective and objective causes.For example,English teachers don’t have sufficient understanding of oral evaluation concepts.They emphasize the evaluation on results of questions and ignore the affirmation of the students’ emotional factors.Because of heavy workloads,English teachers lack specialized training in oral evaluation.At the same time,affected by examination-oriented culture,teachers will use different oral evaluation terms according to the merits and demerits of students’ achievements.