A Study On English Teachers’ Classroom Evaluation Language In Senior High School ——Take A Senior High School In Xiangxi,Hunan As An Example

Classroom teaching is an important part of teaching activities,and the evaluation system is the key to promoting students’ overall development,while classroom teaching evaluation is the most critical link in the evaluation system.In order to make the classroom teaching evaluation play its expected role,teacher’s evaluation language is the top priority.Teacher’s classroom evaluation language is conducive to maintaining classroom discipline,encouraging students to study and developing their correct emotions and values.However,at present,the researches mainly focus on the macro level of teachers’ classroom evaluation language,and there are few studies on English teachers’ classroom evaluation language in senior high school.Therefore,it is of certain significance to carry out the relevant researches on senior high school English teachers’ classroom evaluation language.Based on the Affective Filter Hypothesis and Developmental Evaluation Theory,this study selects 200 students of Grade Ten from A Senior High School in Xiangxi,Hunan province as the questionnaire’s research participants,then analyzes and studies the usage situation of five senior high school English teachers’ classroom evaluation language through classroom observation and in-depth interview.Meanwhile,summarizes the main causes for the problems,and finally puts forward relevant suggestions.The major research questions are as follows:（1）What are the existing problems of English teachers’ classroom evaluation language in senior high school?（2）What are the main causes for the problems of English teachers’ classroom evaluation language in senior high school?The results show that there are three existing problems in senior high school English teachers:（1）Insufficiency of the richness in teachers’ classroom evaluation language.（2）Insufficiency of the classroom emotional interaction between teachers and students.（3）Insufficiency of the use of teachers’ classroom evaluation language in ability.The main causes for the problems are:（1）The neglect of classroom evaluation language by education departments and schools.（2）Teachers’ neglect of awareness of self-improvement for classroom evaluation language,which includes teachers’ lack of awareness of expanding their evaluation language reserve and improving their evaluation skills.In view of the existing problems,the relevant suggestions are as follows:（1）Diversifying the teachers’ classroom evaluation language.（2）Strengthening the emotional communication between teachers and students.（3）Improving teachers’ evaluation skills,which contains preparing well before class,observing carefully in class and increasing communication between teachers after class.