| Abstract | 第5-6页 |
| 摘要 | 第7-11页 |
| Chapter One Introduction | 第11-14页 |
| 1.1 Background of the Study | 第11页 |
| 1.2 Importance of the Study | 第11-12页 |
| 1.2.1 Arousing the Attention to Teachers' Classroom Evaluation Language | 第11-12页 |
| 1.2.2 Developing Teachers' Classroom Evaluation Language | 第12页 |
| 1.2.3 Enriching Classroom Evaluation Theory | 第12页 |
| 1.3 Overall Structure of the Study | 第12-14页 |
| Chapter Two Theoretical Basis | 第14-17页 |
| 2.1 Multiple Intelligence Theory | 第14-15页 |
| 2.2 Interactive Hypothesis | 第15-16页 |
| 2.3 Affective Filter Hypothesis | 第16-17页 |
| Chapter Three Literature Review | 第17-25页 |
| 3.1 Key Concepts | 第17-20页 |
| 3.1.1 Teachers' Classroom Evaluation Language | 第17-19页 |
| 3.1.2 Key Competences | 第19-20页 |
| 3.2 Related Domestic and Overseas Studies | 第20-25页 |
| 3.2.1 Domestic and Overseas Studies on Classroom Evaluation Language | 第20-21页 |
| 3.2.2 Domestic and Overseas Studies on Key Competences | 第21-22页 |
| 3.2.3 Studies on Classroom Evaluation Language and Key Competences | 第22-23页 |
| 3.2.4 Ideas of Related Domestic and Overseas Studies | 第23-25页 |
| Chapter Four Design of Study | 第25-31页 |
| 4.1 Research Questions | 第25页 |
| 4.2 Research Subjects | 第25-27页 |
| 4.2.1 Teachers | 第25-27页 |
| 4.2.2 Students | 第27页 |
| 4.3 Research Methods | 第27-29页 |
| 4.3.1 Classroom Observation | 第27-28页 |
| 4.3.2 Questionnaire | 第28-29页 |
| 4.3.3 Interview | 第29页 |
| 4.4 Research Steps | 第29-31页 |
| Chapter Five Research Results and Discussion | 第31-54页 |
| 5.1 The Characteristics of English Teachers’ Classroom Evaluation Language | 第31-41页 |
| 5.1.1 Paying Insufficient Attention to Learning Ability | 第31-33页 |
| 5.1.2 Not Giving Full Play to Negative Evaluations' Promoting Function | 第33-36页 |
| 5.1.3 Using Sign Evaluation Language Appropriately, but Ignoring Its Positive Function | 第36-39页 |
| 5.1.4 Using less Rich or Targeted Classroom Evaluation Language | 第39-41页 |
| 5.2 Students’ Expectations for English Teachers’ Classroom Evaluation Language | 第41-45页 |
| 5.2.1 Expectation for More Evaluation Language Concerning Learning Ability | 第42-43页 |
| 5.2.2 Expectation for Teachers' Using Negative Evaluation More Properly | 第43-44页 |
| 5.2.3 Expectation for More Sign Evaluation Language | 第44页 |
| 5.2.4 Expectation for Evaluation Suitable for Their Own Personality and Ability | 第44-45页 |
| 5.3 Analysis of the Problems in the Use of Evaluation Language | 第45-47页 |
| 5.3.1 Problems in the Use of Evaluation Language | 第45页 |
| 5.3.2 The Non-Corresponding of Key Competences and Evaluation Method | 第45-46页 |
| 5.3.3 Limited Teachers' Evaluation Literacy | 第46页 |
| 5.3.4 Teachers' Misunderstanding of Evaluation | 第46页 |
| 5.3.5 Teachers' Insufficient Awareness on Promotion of Evaluation Language | 第46-47页 |
| 5.4 Solutions to the Problems in the Use of Evaluation Language | 第47-54页 |
| 5.4.1 Establishing the Training System of Teachers' Evaluation Language and Periodical Requirements of Key Competences | 第47-49页 |
| 5.4.2 Changing Teaching Concept and Improving Evaluation Ability | 第49-51页 |
| 5.4.3 Teaching Reforms | 第51-54页 |
| Chapter Six Conclusion | 第54-57页 |
| 6.1 Major Findings and Implication | 第54-56页 |
| 6.1.1 Major Findings | 第54-55页 |
| 6.1.2 Implications | 第55-56页 |
| 6.2 Limitations | 第56-57页 |
| References | 第57-60页 |
| AppendixⅠ | 第60-61页 |
| AppendixⅡ | 第61-63页 |
| AppendixⅢ | 第63-65页 |
| AppendixⅣ | 第65-66页 |
| AppendixⅤ | 第66-67页 |
| AppendixⅥ | 第67-72页 |
| Acknowledgements | 第72-73页 |
| 学位论文数据集表 | 第73-74页 |
