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The classroom evaluation language in education refers to the judgment and assessment of students’ performance during the learning process. Educators and learners employed specific assessment tools to collect, analyze, and interpret information related to students’ learning, with the aim of constructing a systematic mechanism for improving or perfecting teaching plans and the learning process (Wang, 2018). In general, the ontological features of evaluation language in the classroom do not only exist for the realization of systematic connections between teaching and learning, but also to awaken students’ inner passion and curiosity regarding their learning behavior, motivating them towards positive cognitive and emotional attitudes, enabling them to possess the confidence and resources necessary to overcome learning difficulties.

Foreign researchers and scholars have contributed to the classroom evaluation language. However, the definitions of classroom evaluation language varies significantly amongst these research. Guskey (2003) thought that classroom evaluation was the key to better learning outcomes. Teachers can use evaluation to diagnose students’ learning issues and change teaching methods. At the same time, evaluation language can motivate students and enhance learning motivation. He emphasized that teachers should make accurate and timely use of evaluation language to meet students’ needs in a variety of ways and promote the improvement of teaching quality. With the deepening of education reform, the international academic community has paid more and more attention to the role of classroom evaluation. Stiggins (2005) argued that evaluation is not a single step, but an ongoing process. Teachers need to communicate effectively with students to get feedback, help students understand their learning status and guide them to progress. Through interaction and feedback with students, teachers can better understand students’ needs and difficulties, adjust teaching strategies in a targeted way, and promote students’ academic development.

2.2 Relevant Studies of Teachers’ Classroom Evaluation Language

2.2.1 Classifications of Teachers’ Classroom Evaluation Language

The classification of teachers’ evaluation language used in the classroom differs depending on different views. Although there is limited research on the classification of teacher evaluation language in China, several aspects have already been explored.

Based on teachers’ views towards the use of evaluation language, Wu Kangning (2000) classified teachers’ evaluation language into three distinct categories: affirmation, negation, and ambiguity. This classification method mainly considers the emotional attitudes expressed by teachers when evaluating students. Affirmative evaluation language includes praise and encouragement as positive evaluations, while negative evaluation language refers to criticism or reproach of student behavior. Ambiguous evaluation language indicates that the teachers’ attitude towards students’ behavior is unclear and not explicitly stated. Li Runzhou (2003) specifically studied non-verbal forms of teacher evaluation, categorizing it into facial expression evaluatio本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。