初中英语课堂评价用语研究

初中英语课堂评价用语研究

来源:www.51fabiao.org作者:lgg发布时间:2018-08-12 11:15
本文是一篇英语硕士论文,英语专业学生主要学习英语语言、文学,英美等英语国家历史、政治、经济、外交、社会文化等方面基本理论和基本知识,受到英语听、说、读、写、译等方面的良好
本文是一篇英语硕士论文,英语专业学生主要学习英语语言、文学,英美等英语国家历史、政治、经济、外交、社会文化等方面基本理论和基本知识,受到英语听、说、读、写、译等方面的良好的技巧训练,掌握一定的科研方法,具有从事翻译、研究、教学、管理工作的业务水平及较好的素质与能力。(以上内容来自百度百科)今天为大家推荐一篇英语硕士论文,供大家参考。
 
Chapter OneIntroduction
 
1.1 Study Background
For Chinese students in junior high school, English learning is mainly conducted inclass. Teacher talk is the main means and medium for conducting the class teaching. It isthe key to organize the classroom teaching and cultivate students’ communicativecompetence. Teacher talk refers to the classroom discourse of English teachersincluding all the language used by English teachers for organizing and managingEnglish teaching and classroom activities, stating the teaching content, explaining thetexts and also evaluating students’ performance. There are lots of researches focus onteacher talk, but few concentrates on evaluation talk. In English Curriculum Criteria forMiddle School (2011), it is believed that teacher talk has direct influence on the teachingprogress in class and students’ motivation for learning no matter teacher talk is corrector not. Then it will have a decisive role for the success of class teaching. Obviously,teacher talk plays a decisive role in English learning for students. Teachers’ evaluationtalk refers to the part of teacher talk which has evaluation function, so it also has almostthe same significance as teacher talk, as it is an important part of teacher talk. Duringthe researcher’s teaching years, there were lots of improvements of students resultingfrom teachers’ evaluation, especially evaluation talk in class. This makes the researcherdecide to conduct researches about teachers’ evaluation talk.
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1.2 Study Significance
According to English Curriculum Criteria for Middle School (2001), teachers’evaluation talk is an important part of teacher talk, it refers to the language whichteachers use to timely feedback learning method, learning attitude and attitude ofstudents in class, including evaluation of knowledge, evaluation of classroommanagement and guidance, and evaluation of attitude. For teachers, it is a commonlanguage to communicate with students in class, and is also an efficient tool to guideand help students to learn, so as to finish the education and teaching goal. In junior high English class, scientifically and correctly using teachers’ talk can make studentsexamine and rethink their learning behavior, increase their interest to take part in classand motivate their learning motivation, so as to comprehensively examine the learningsituation of students. In contrast, using teachers’ evaluation talk in an improper way notonly influence the teaching effect but also decrease learning interest of students.In most areas in China, English teaching reform mainly focuses on teachingcontent and teaching method, but very few changes on teachers’ evaluation talk, it juststays on the level of students knowledge and ability. At present, evaluation talk isusually simple and mechanical, lack of flexibility and pertinence, neglecting emotionalfactors, specialties and individuality. For example, teachers tend to use some simplewords like “good”, “great” and “right” to praise different students or different kinds oflearning behavior, as well as “no”, “sorry” or “you are wrong” to deny or criticize. Ifthings continues, students will be bored or even scared with such simple and boringevaluation talk, which leads negative psychological effects to students but not positiveeffects. Thus, the teaching efficiency will be greatly decreased. Under thestudent-centered concept of new curriculum reform, it becomes urgent for first-lineteachers’ to make research on how to improve the quality of English teachers’evaluation talk in class.
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Chapter TwoLiterature Review
 
2.1 Introduction of Terms
Teachers’ evaluation talk refers to the language used by teachers to explainknowledge and organize classroom activities in class teaching. Teachers can pass onknowledge and clear up confusions for students with teachers’ evaluation talk. Correctlyan efficiently using teachers’ evaluation talk can more efficiently arouse leaningenthusiasm and curiosity of students, encourage students to study hard, and create moreadvantageous environment of learning and using English. Therefore, students will bemore impressive with the knowledge and remember more deeply, which makes teachersand students get twofold results with half the effort, so as to greatly increase teachingefficiency.In general, teachers’ language refers to the language used during the teachingprocess, including both spoken and written language, and teachers’ utterances both inand out of classrooms. Teachers are required to master the language in an unexceptionalway and the success of teachers’ teaching English depends on the utilization of thelanguage. Although the terms of teacher appraisals have been defined in different ways,the essence of the concepts remains the same. Here are some definitions presented bydifferent authors.
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2.2 Theoretical Study
This part mainly explores the theories which are behind the teachers’ evaluationtalk including Krashen’s Affective Filter Hypothesis and Long’s Interaction Hypothesis.Affective Filter Hypothesis is one of the five hypothesis proposed by Krashen inhis second language acquisition theory. According to this hypothesis, if students havehigher level of motivation and confidence, but lower level of anxiety, they will havebetter performance in second language learning. If students have lower level ofmotivation and confidence, they will have a “block” in language input, and then it willconsequently affect their comprehension. Besides confidence and motivation, secondlanguage learning is also affected by students’ personality and sociability, includingextroversion or introversion, sociability, inhibition, risk-taking and self-esteem.First, it is generally believed that extroverted students feel more free andcomfortable to express themselves in front of others. They have the desire to showthemselves. And extroverted students are more social and more inclined tocommunicate with others. They will have more friends. On the contrary, the introvertedstudents are easier and more likely to be shy and avoid talking in front of others. Theyprefer reading to speaking. Such kind of students need more encouragement andattention from others, especially teachers in class.Second, there are different social skills between extroverted and introvertedstudents. The extroverted students have more friends and will spend more time incontacting with others. They like group work and parties. However, the introvertedstudents are more inclined to stay alone and do things by themselves.Third, inhibition refers to the students who avoid meeting others deliberately andprotect themselves too much from the outside. Introverted students will use this morethan extroverted students to protect their self ego because they are short ofself-confidence.
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Chapter Three Methodology ........ 16
3.1 Research Questions ..... 16
3.2 Research Subjects........ 16
3.2.1Teachers ....... 16
3.2.2 Students....... 16
3.3 Methods and Procedures ....... 16
3.4 Data Collection and Analysis...........21
Chapter Four Findings and Discussion ............31
4.1 Problems Existing in Teachers’ Evaluation Talk in Junior High English Classroom.............31
4.2 Reasons Leading to the Problems.............32
4.3 Suggestions for Improving Teachers’ Evaluation Talk in Junior High EnglishLearning .........35
Chapter Five Conclusion....42
5.1 Conclusion of the Study.........42
5.2 Implications .......43
5.3 Limitations .........43
 
Chapter FourFindings and Discussion
 
English teachers’ evaluation talk is plagued by many problems. A lot of Englishteachers have realized that evaluation talk in class is essential to increase students’interest in English as well as their learning motivation to acquire more knowledge aboutEnglish. The main outcome of the study is to answer the three research questionsproposed in Chapter II. The three questions are about the existing problems in teachers’evaluation talk, the primary reasons for the existing problems and the suggestions toimprove teachers’ evaluation talk.
 
4.1 Problems Existing in Teachers’ Evaluation Talk in Junior HighEnglish Classroom
Through analyzing the data from the classroom observation, the questionnaires andinterviews of teachers and students, the researcher summarizes three main problems ofusing teachers’ evaluation talk in class. The first is too much emphasis on evaluation ofknowledge, the second one is too superficial evaluation of ability, and the last but notthe least is too simple evaluation of attitude.Teachers’ evaluation talk in class consists of three types: evaluation of knowledge,evaluation of classroom management and guidance, and evaluation of attitude.Through the classroom observation, questionnaires and interviews, the researcher findsthat teachers often ignore to evaluate students learning ability and learning attitude inEnglish class in junior high school, on the contrary, they give the most evaluation toknowledge.
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Conclusion
 
Teachers’ evaluation talk, such as evaluation of knowledge, evaluation of abilityand evaluation of attitude, has been broadly applied in junior high school Englishteaching. The present research on teachers’ evaluation talk is not sufficient because itplays such a significant role in teachers’ teaching and students’ learning. Hence, it isvery important for English teachers to explore to what degree they employ teachers’evaluation talk in daily English teaching in junior high school. It has great significancein helping improve English teachers themselves to study teachers’ evaluation talk.Teachers’ evaluation talk is the language used to give timely feedback to students’learning attitude, method and effect in class teaching, aiming to influence students’learning behavior and promote their learning effect. Efficiently application of teachers’evaluation talk is helpful to both teachers teaching and students learning, so as toenhance teaching effect.However, junior high school English teachers have three main problems in usingteachers’ evaluation talk: The first one is too much emphasis on evaluation ofknowledge, the second one is too superficial evaluation of ability, and the last but notthe least one is too simple evaluation of attitude.There are two reasons for these three problems: the first one is teacher’smisconception of education including teachers’ misunderstanding of view, teachers’Misunderstanding of English teaching view, and teachers’ misunderstanding ofevaluation view; the second one is teachers’ lack of self-improvement awarenessincluding the awareness of improving evaluation skills and the awareness of expandingevaluation talk reserve.
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References (abbreviated)