A Contrastive Study Of Classroom Evaluation Discourse Between Novice And Expert English Teachers In Junior High School ——Taking A Middle School In Tianjin As An Example

English Curriculum Standard for Compulsory Education（2022）emphasizes the important role of evaluation in English teaching.Teachers’ classroom evaluation discourse has thus attracted more and more scholars’ attention.Teachers’ proper use of classroom evaluation discourse can not only give students immediate feedback to enhance their enthusiasm to participate in classroom activities,but also increase the interactions between teachers and students,which can further promote classroom teaching efficiency.This study takes four teachers in a middle school in Tianjin as research participants,and uses the methods of classroom observation and interview to explore the similarities and differences between two novice and two expert English teachers in the content,function and object of classroom evaluation discourse.The research questions are as follows:（1）What are the similarities and differences on the usage of classroom evaluation discourse between novice and expert teachers?（2）What are the four participant teachers’ perceptions of classroom evaluation discourse?（3）What are the reasons for the differences of classroom evaluation discourse between novice and expert teachers in English teaching?This study finds that both novice and expert teachers are aware of the importance of classroom evaluation discourse,but novice teachers do not have a comprehensive understanding of the definition,characteristics and functions of classroom evaluation discourse,and lack the consciousness and ability to reflect on classroom evaluation discourse.In addition,compared with expert teachers,novice teachers’ use of classroom evaluation discourse is lack of pertinence and flexibility,and fail to make targeted and specific evaluation according to students’ differences.Besides,novice teachers pay much attention to the function of correction and affirmation,ignoring the role of classroom evaluation discourse in enlightening and motivating students.Based on the findings,in order to solve the problems existed,this study puts forward the following suggestions for junior high school English teachers,especially novice teachers,from both internal and external aspects: Firstly,teachers should take the initiative to deepen their understanding of classroom evaluation discourse,arouse their awareness and improve reflection skills.Secondly,it is necessary to enhance the pertinence and concreteness of classroom evaluation discourse.Thirdly,the enlightening and encouraging functions of classroom evaluation discourse should be given full play to its positive effect.Finally,external supervision and assistance from school authorities on teachers’ classroom evaluation discourse should be strengthened,which can help teachers improve.