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初中英语课堂教师话语态度资源研究——评价理论视角.docx

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初中英语课堂教师话语态度资源研究——评价理论视角 Introduction Languageintheclassroomplaysanimportantroleinshapingstudents'learningexperiences.InthecontextofEnglishasaforeignlanguage(EFL)instructioninChina,theroleoftheteacher'slanguageuseinshapingstudents'attitudes,beliefs,andmotivationtowardslearningEnglishcannotbeoverstated.Theteacher'slanguageuseisnotonlyinstrumentalinprovidinglinguisticinputforstudents,butalsorepresentsapowerfulresourceforshapingstudents'affectiveexperiencesandfosteringapositiveclassroomclimate.Thus,itisimportanttoexaminethewaysinwhichteacher'slanguageuse,particularlytheirattitudesandevaluationstowardsstudents,canimpactstudentlearningoutcomes.Inthisarticle,Iwillexploretheissueofteacher'slanguageuseinEFLclassroomsfromtheperspectiveofevaluationtheory,withafocusonexamininghowteacher'sattitudesandresourcescouldshapestudents'learningexperiencesintheclassroom. EvaluationTheoryandTeacherAttitude Evaluationtheory,whichisconcernedwiththeprocessesandoutcomesofevaluation,canprovideausefulframeworkforexaminingtheroleofteacher'sevaluationandattitudesintheclassroom.Accordingtoevaluationtheory,evaluationisaprocessofmakingjudgmentsabouttheworth,value,orqualityofsomething.InthecontextofEFLinstruction,teacher'sevaluationcantakemanyforms,suchasgivingfeedbackonstudents'performance,providingpraiseorcriticism,andusingthetoneorlanguagetoconveydisapprovalorapproval.Itisimportanttonotethatteacher'sattitudestowardsstudents,especiallytheirimplicitattitudes,couldsubtlyinfluencetheirevaluationandperceptionofstudents'performance. Teacher'sAttitudesandStudentPerformance Previousresearchhasshownthatteacher'sattitudestowardsstudentshaveasignificantimpactonstudentlearningoutcomes.Forexample,teacher'spositiveattitudestowardsstudentshavebeenfoundtobepositivelyrelatedtostudents'academicperformance,motivation,andsenseofbelongingnessintheclassroom(Rosenthal&Jacobson,1992).Ontheotherhand,teacher'snegativeattitudestowardsstudentshavebeenassociatedwithloweracademicachievement,lowermotivation,andnegativeaffectiv