Research background

Meanwhile,thisteachingmodecannotcauseinteresttostudents.However,mostresearchesrevealthatChinesestudentstendtobereluctantandsilentinEFL(EnglishasaForeignLanguage)classroom.Butwithenormouschangesintheeducationalenvironmenttheupdatingoftheinstructionaltheories,thefocusofsecondlanguageacquisition(SLA)hasshiftfromteacher-centeredtostudents-centered.HowtoreducesilenceinESL\EFLclassroomtoincreasestudents'targetlanguageusenaturallybecomesthepedagogicalissuethatinterestsnotonlylanguageexpertsbutalsoteachers.Inthepastdecades,anincreasingnumberofstudiesinESL/EFLhavebeenconductedtoexplorethereasonsforstudents'silence.AsChengXiaotang(2000)said,“InrecentESL/EFLliterature,Asian(especiallyEastAsian)learnersofEnglishasaforeign/secondlanguagehavebeenarguablyreportedasreticentandpassivelearners.Themostcommonallegationsarethatstudentsarereluctanttoparticipateinclassroomdiscourse;theyareunwillingtogiveresponse;theydonotaskquestions;andtheyarepassiveandover-dependentontheteachers.”Obviously,silenceisacommonphenomenoninChineseEFLclassroom.Somestudyresearchhaveputthattherearebroadandnarrowdefinitionsofsilenceinthecategoryofcommunicativelinguistics.Inthebroadsense,silenceincludesallkindsofnonverbalcommunicativeforms;whileinthenarrowsense,silenceisabranchofthegapofparalanguage.Inotherwords,Themakerofsilencecannoteasilyandclearlyknowaboutwhatinformationcanitbringtoothers.Andhowthesilencereceiverlooklikethissilencephenomenonisalsouncertain.Silence,sometimescanbeintentionalandrelated,orsometimescanbeoccasionalandunrelated.Moreover,thesubjectofsilenceexistsalotofindividualdifferences.ManyforeignanddomesticeducationalresearchersbelievethatthetraditionalChineseculturehasagreatinfluenceonstudents’learningintheEFLclassroom.ThetraditionalConfucianideasandcollectivismalmosthavebeendeeplyrootedineverybody’sheart.Influencedbytheseconventionalideas,Chinesestudentsoftenregardteachersastheauthority,thesymbolofabsolutepowerofthewholeclassroom,sotheyacceptknowledgepassivelywithoutchallengingteacher’sinstructions.Intheearlyageofsilencestudy,mostresearchersfocusonitsnegativeeffectsorrelateittoethicreligionstudy.Inthefieldoflinguistics,silenceisoftenneglectedbyscholarsexceptforitsfunctionasaboundary-markinginlanguage.AsWardhangh(1986)pointsout,inpsychologicalview,silencecouldimplywhatpeoplearethinkingabout,whatpeoplearefeelingrightnowortheirpsychologicalcondition:respect,comfort,support,deepthought,hesitationorevenrejection.JustasSaville-Troike(1985)pointedout,silenceisaninherentlyambiguoussymbolinnaturerelyingonthespecificcontextsforinterpretationinordertoavoidmisinterpretationandmisevaluation,sothesameistrueforstudent'ssilenceintheclassroomwithmultiplemeaningswhichcanindicateresistance,boredom,passivenoncomplianceforitsnegativesideandthoughtfulness,strategictiming,respectforteacher'sauthorityforitspositiveside.Thisthushighlightstheneedforteacherstohandlecarefullyandsensitivelystudent'ssilenceThepositivesilenceinEFLclassroomisthecommonandnecessaryelementofstudents’thinking,anditisalsotheessentialformthatpresentstheaccepting,digestingandapplyingofteacher’steachingcontents.Forinstance,itcanbethesilencethatstudentsareindeepandpositivethinkingafterteacher’squestionsorstudentsconcentrateonteacher’sinstructionsorotherstudents’answers,etc.Allinall,inmostcases,students’positiveclassroomsilencecontributestoacquireandabsorbknowledge.Itcanhelpstudentsthinkmoredeeply,andthengettheirownuniqueanalysis.Becauseclassroomteachingactivityisaprocessinwhichteachersandstudentsinteractwitheachother,sothecommunicativesubjectsofitcanonlybestudentsandteachers,andthereisonlytwopossiblecommunicativeforms,theyareteachers--studentsandstudents--students.本项研究对中国大学英语教师在解读学生的课堂沉默行为、打破课堂沉默、促进师生交流和提高课堂教学效果方面有启示作用。Thisstudyissupposedtohelpteacherscorrectlyinterpretstudents’classroomsilencesothattheycanbreaktheiceandimprovetheefficiencyoflanguageteaching你认为老师的原因是导致课堂沉默的主导因素吗？Isteacherinteractionstrategyafactordeterminingstudentclassroomsilence?在对课堂沉默分类与寻因的基础上，就正确对待课堂沉默从四个方面展开论述Then,basedontheclassificationabove,weelaboratethefunctionoftheclassroomsilencefromtheteacherandthepupilaspectsrespectively.影想学生课堂沉默的因素很多。Therearemanyfactorsthatinfluencestudents'participationinclassroominteraction.大学英语课堂中的沉默现象往往被视为师生之间的交流失败CollegeEnglishClassroomSilenceisoftenseenasfailureofcommunicationbetweenteachersandstudents.然而，学生却很少参与课堂互动，沉默现象非常突出。Classroomsilencehasbecomeaverystrikingfeatureinourclassroomteachingandlearning.本文从语用功能及文化内涵的角度对英语课堂交际中的“沉默”现象进行了初步分析和探讨。Thispaperanalysesthecausesofstudentsanxietyinlanguagelearninganditseffectonstudentsclassroomcommunication.尽管我生性沉默寡言，但我充分利用了课堂上做口头陈述的机会，这使我不久就信心倍增。AlthoughIamaratherreticentindividualbynature,Imadethemostoftheoralpresentationsinclass.Andsoonmyconfidencelevelsoared.在线学习环境中存在一部分沉默寡言、不喜欢参与课堂参与讨论的学生。Therearesomestudentswhodon'tlikeparticipateintheclassdiscussioninonlinelearning.尽管我生性沉默寡言，但我充分利用了课堂上做口头陈述的机会，这是我不久就信心倍增。AlthoughIamaratherreticentindividualbynature,Imadethemostoftheoralpresentationsinclass.Andsoonmyconfidencelevelsoared.在英语国家课堂里，中国英语学习者总是表现为