Recent decades have seen a dramatic rise in student evaluation of teaching (SET). However, they have overwhelmingly focused on quantitative ratings, neglecting students’ written feedback. This study addresses the lack of qualitative research on SET by applying a semantic theory and computational methods for analysing the language of positive feedback comments provided by students of the Higher School of Economics (HSE) in Russia. Analysing a corpus of student commentary about teaching also contributes to the theory of pragmatics as the approach to analysing qualitative evaluations of teaching is based on the premise that students’ positive feedback can be treated as a sort of the compliment/praise speech act reflecting cultural specificity. Our findings showed that quantitatively the most common semantic pattern used by HSE students is ACTOR + (AUGMENTOR) EVALUATOR + PHYSICAL/MENTAL ACTION PERFORMED BY THE ACTOR + (AUGMENTOR) EVALUATOR. Thus, HSE students tend to praise the teacher more often than the other components of the teaching process and the teacher’s behaviour, thoughts, and feelings are viewed as more important than skills and speech.

中文翻译：

---

赞美语言在俄罗斯学生的教学评价中

最近几十年来，学生对教学的评价（SET）急剧上升。但是，他们压倒性地专注于量化等级，而忽略了学生的书面反馈。这项研究通过应用语义理论和计算方法来分析俄罗斯高等经济学院（HSE）学生提供的正面反馈评论的语言，解决了SET的定性研究不足的问题。分析学生对教学的评论的语料库也有助于实用主义理论，因为分析教学定性评估的方法是基于这样的前提，即学生的积极反馈可以被视为一种反映文化特殊性的称赞/赞美言语行为。 。我们的发现表明，从数量上讲，HSE学生使用的最常见的语义模式是ACTOR +（AUGMENTOR）评估者+ ACTOR +（AUGMENTOR）评估者进行的物理/心理动作。因此，HSE学生倾向于比其他教学过程更能称赞老师，并且老师的行为，思想和情感比技能和言语更重要。