Acknowledgments.docx

1、Acknowledgments Silence, actually, is familiar to us, as we may come across it in our daily communications now and then.2.4 Socio-cultural and the Current Educational Environment Factors 2.4.1 Face ConsciousnessThe matter of face appears to be more particularly in China. Students face consciousness

2、becomes stronger with age. There are two kinds of face perceptions: positive face and negative face. In class, students not only make themselves not lose face, but also help others to avoid losing face. Either actively and enthusiastically answering questions in class or finishing homework after cla

3、ss is positive face, because through these performances students can get teachers praise and affirmation. When students are aware of their answers or discussions, which may lead to other classmates or teachers losing face, but they dont know how to answers or they are suspicious about their English

4、level, they tend to use silence to save face. Sometimes although students have thought teachers questions, they still have some hesitation to show their answer in class for fear of making mistakes, so they want to listen to others at first. Or if their answer does not get the teachers affirmation th

5、ey will feel shameful. When students are not satisfied with their answer they will keep silent to ensure not lose face. So strong face consciousness makes students feel sorry to go against others that they would rather choose to be silent in the classroom.2.4.2 Traditional Views ImpactBy the impact

6、of traditional views, students often choose to be silent in the college English classroom. First, we have many sayings, like silent is gold, He that talks much errors much etc., and these traditional ideologies are rooted in Chinese college students minds. Second, Chinese people focus on getting wel

7、l with others. They believe that respecting people means not going against others. Third, Chinese culture emphasizes obedience. So they hold that students should obey their parents at home and obey their teachers in the school. Based on the above impacts, students keep silent in college EFL classroo

8、m. Fourth, the traditional Confucian ideas and collectivism almost have been deeply rooted in everybodys heart. Influenced by these conventional ideas, Chinese students often regard teachers as the authority, the symbol of absolute power of the whole classroom, so they accept knowledge passively wit

9、hout challenging teachers instructions. 2.4.3 The Class AtmosphereForeign language learners need to get enough opportunities to output and practice their target language. Language classroom provides a very good channel for students to practice and exchange information with each other. Therefore, the

10、 classroom interaction plays a very significant role in improving students English level. But many students are not satisfied with the classroom atmosphere. College students complain that the atmosphere of their classroom environment is lack of cooperation, so dull and nervous, they cannot enjoy the

11、 fun of learning and classroom interactions. Some students assume that the contents of classroom teaching have nothing to do with their examinations, so they ignore the course but emphasize examinations, let alone the interactions in classroom. Some students think the university classroom is differe

12、nt from the middle and primary school classrooms, where they need not raise hand to speak, need not discuss to agree upon, just attend the class their learning task will be finished. Under the influence of this incorrect learning environment and psychological environment, those originally intended t

13、o participate in class actively had to escape to be showing off, so with anxiety, they would rather quietly follow the traditional Chinese virtue-being modest and silent. Thus, students cannot get rid of the teacher-centered classroom.As mentioned above, the international communication between teach

14、ers and students is related to the forming of the best learning atmosphere. Classroom atmosphere is suggested to students through teachers posture, the expressions or words. And then it makes students produce empathy which results in a chain of infection and finally forms a certain atmosphere. Thus

15、the teacher should focus on creating good classroom atmosphere to improve the classroom teaching.Normally, according to the different subjects, silence in classroom can be broken up into two: one is teachers silence, and the other is students silence. But in this thesis we are going to discuss the l

16、ater one, students classroom silence. Most of us believe that silence almost not has any meaning and even means nothing at all. But a number of researchers have a high spirit to study it, and they have found that many people misunderstand it.which the behavior of students absent-minded, , but Some r

17、esearchers studied on this have revealed diverse classifications of silence.With different personalities, attitudes or emotions, students silence functions differently. Some students are shy or introverted, they are not in the habit of communicating in public, so they choose to be silent at last. An

18、d some students classroom behaviors depend on their attitudes to what the teacher said or instructed. Students may show their opinions and answers in silence when they like teachers idea without any disagreement but have nothing to say; or they may not like what teacher said and show strong disagree

19、ment; or they may show their support, respect and obedience to the teacher. When students get a sad, angry or embarrassed emotion, they may not want to say anything, they need some time to calm down. Or even maybe the questions or communicative activities are too difficult for students, so they cann

20、ot speak out too quickly, they need some time to think more. So there are different situations when students being silent in classroom, during which their silence has various functions.Classroom silence may include teachers silence and students silence. And there are some obvious differences between

21、 their functions. At first, in classroom teaching, teachers silence has a great influence on students classroom behaviors. One main function of teachers silence is regulating function. This function can reflect on coping with emotions, implying punishment, removing distractions, keeping orders and c

22、hanging topics. On the other hand, the revelation function of teachers silence is that teacher can create a specific situation to inspire students thinking and to deepen their impressions on English learning. But students silence in EFL classroom functions differently.20 Tsui, A.B.M. (1996). Reticen

23、ce and anxiety in second language learning. In K. M. Bailey, and D. Nunan (Eds.). Voices from the Language Classroom. Cambridge: Cambridge University Press. There cannot be a clap with only one hand.At this level of my research, i decide to select the following issues as my research objectives and t

24、he main tasks: But they choose to be reluctant and silent because of the traditional teacher-centered lecture and rote memorization. They are not the appropriate modes of English teaching. In fact, the factors attribute to students silence in EFL classroom are closely related, either from the respec

25、t of student or from the respect of teacher. First of all, from the respect of students, there are some main causes. A large amount of students choose to be silent for their lack of confidence and the lower of self-efficacy. In the process of English learning, learners are affected by their learning

26、 motivations to a large extent. Researches show that students personalities and attitudes are important to their language learning. In many situations, students remain to be silent in classroom because of their lack of language ability which make them feel unconfident. Students with foreign language

27、 anxiety are often not able to focus their attention on the study and the interactions with the teacher or other classmates. The anxiety plays a negative role in improving students English level. This hinders students language learning directly or indirectly.From the respect of teachers, there are a

28、lso some main reasons, such as he state of the teacher-student relationship, the traditional teaching methods, teachers questioning, and teachers feedback or evaluation. Besides, there are also some socio-cultural factors which deeply impact students participation in EFL classroom. In order to break

29、 students silence in EFL classroom, we must take some practical methods, for instance, improving students motivation and their self-confidence, improving students learning strategies, strengthening students language application and enhancing their self-efficacy. Teachers themselves should also do mo

30、re efforts to change teachers traditional teaching style and method, to make the class atmosphere active and harmony, to maintain good relationship between teachers and students and to increase teachers questioning skills and feedback strategies.9 夏纪梅.现代外语课程设计理论与实践M.上海:上海外语教育出版社，2003.106-107.Silence

31、 is widely considered to be the absence of speech in a negative way by many researchers. The Analysis on the Causes of and the Solutions to College Students Silence in English Classroom4.3.4 Remove the barriers of traditional cultureAnd with enormous changes in the educational environment the updati

32、ng of the instructional theories, the focus of English learning has shift from teacher-centered to students-centered. Therefore, it is necessary to explore the factors of students silence in college EFL classroom and put forward the corresponding solutions.1.2 Purpose of the ResearchChapter 1: 1.1 Research Background1.1 Research Background1.2 Purpose of the Research1.3 Significance of the Research1.5 Limitations of Previous Studies . 3.3 Solutions on the Part of Educational Environment3.3.13.3.2 Optimize the