中国大学生英语口语课堂沉默现象的实证性研究.docx
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中国大学生英语口语课堂沉默现象的实证性研究
国内图书分类号：
H319
国际图书分类号：
802.0
文学硕士学位论文
中国大学生英语口语课堂沉默现象的
实证性研究
硕士研究生：
导
师：
申请学位：
文学硕士
学科、专业：
外国语言学及应用语言学
所在单位：
外国语学院
答辩日期：
2010年6月25日
授予学位单位：
哈尔滨工业大学
ClassifiedIndex:
H319
U.D.C.:
802.0
GraduationThesisfortheM.A.Degree
AnEmpiricalAnalysisofChineseCollege
Students’SilenceinOralEnglishClasses
Candidate:
YINJia
Supervisor:
Prof.ZHOUZhinan
AcademicDegreeAppliedfor:
MasterofArts
Specialty:
ForeignLinguisticsandAppliedLinguistics
Affiliation:
SchoolofForeignLanguages
DateofOralExamination:
June25,2010
DegreeConferringInstitution:
HarbinInstituteofTechnology
HarbinInstituteofTechnologyGraduationThesisfortheMADegree
哈尔滨工业大学硕士论文
摘要
近些年来，中国大学生在英语口语课堂保持沉默是一个普遍现象，而英
语口语课堂沉默会导致学生英语口语水平发展的停滞甚至倒退。
中西方学者
对导致学生在外语课堂尤其是普通英语课堂保持沉默和被动学习的因素进行
了大量理论与实证研究，但没有对中国学生英语口语课堂的沉默现象做专门
的调查。
是什么原因导致中国大学生在英语口语课堂保持沉默？
而大学英语口语
老师又能采取什么样的策略来提高学生课堂参与的力度？
本论文从这两个问
题出发，运用社会语言学、心理语言学、心理学、教育学理论，结合科学的
研究方法，围绕着这两个问题展开了实证性研究。
本研究吸取了前人理论研究与实证调查中得到普遍认可的基本思想，通
过对18位大学本科生进行访谈及发放并回收的96份有效问卷进行数据分析，
力求从学生的角度来探索导致中国大学生在英语口语课堂上保持沉默的原
因。
另外，数据采集过程还使用了课堂观察和课堂录音的方法，来辅助研究，
确保研究结果的可信度。
研究发现：
社会习俗与文化传统，学生的个人性格特点，语言流利程度，
课堂环境与氛围和教师在授课过程中的提问策略在决定学生参与英语口语课
堂活动的程度上都起着重要的作用，也可以说是导致学生在英语口语课堂保
持沉默的主要原因。
基于本次研究的发现，结合前人的研究基础，本论文为
大学英语口语教师提出了一些实际的、具体的策略和建议，如：
营造课堂良
好氛围、与学生建立良好的师生关系、丰富课堂内容、提高授课技巧等。
这
些教学建议能够有效提高中国大学生英语口语课堂的参与力度，减少大学生
在英语口语课堂的沉默现象，从而改进英语口语教学。
关键词：
沉默，英语口语，原因，教学建议
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HarbinInstituteofTechnologyGraduationThesisfortheMADegree
哈尔滨工业大学硕士论文
Abstract
Inrecentyears,ithasbeenacommonphenomenonforChinesecollege
ESL/EFLstudentstokeepsilentinoralEnglishclasses,whichwoulddefinitely
bringanegativeeffecttothedevelopmentofChinesestudents’abilityofspoken
English.Manyresearchershomeandabroadhavedevotedcomprehensivestudies
tothereasonscausingstudents’silenceandpassivityinforeignlanguageclasses
especiallyingeneralEnglishclasses,butfewattemptshavebeenmadeto
specificallyexplorethefactorscausingChinesecollegestudents’silenceinoral
Englishclasses.
Whatfactorsleadtostudents’silenceinoralEnglishclasses?
What
techniquesormethodscanbeadoptedbycollegeoralEnglishteacherstoenhance
students’classparticipation?
Thepresentthesis,focusingitsattentiononthesetwo
questions,strivestoexplorethefactorsresultinginChinesecollegestudents’
silenceinoralEnglishclassesandtoexaminetheimportanceofthefactorsby
employingthetheoriesofsociolinguistics,psycholinguistics,psychologyand
pedagogyandscientificresearchmethods.
Basedontheprevioustheoriesandempiricalstudies,structuredinterviews
with18collegestudentsarecarriedoutinordertoexaminetheirsubjective
explanationsforthefactorsinfluencingstudents’classparticipation.A30-item
questionnaireisdesignedanddistributedto96students,inordertofindoutthe
mostinfluentialfactorscausingstudents’silenceinoralEnglishclasses.Class
observationsandclassrecordingsarealsousedintheprocessofdatacollectionin
ordertomakesurethecredibilityoftheresearchresults.
ItisdiscoveredthatacomplexmixofChinesetraditionsandcultures,
students’characters,languageproficiency,classroomenvironmentandteachers’
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HarbinInstituteofTechnologyGraduationThesisfortheMADegree
哈尔滨工业大学硕士论文
wayofquestioninginclassplaysignificantrolesindeterminingthelevelof
students’classparticipation,orrather,theyarethecausesresultinginstudents’
silenceinoralEnglishclasses.Inlightofthesefindings,someimplicationsand
suggestionsintermsoforalEnglishenhancementareproposedforcollegeoral
Englishteachers.Thesesuggestionsincludeestablishingaharmoniousclassroom
atmosphere,buildingasoundrapportwithstudents,enrichingthecontentsand
activities,andimprovingtheteachingtechniques.
Keywords：
Silence;OralEnglish;Causes;PedagogicImplications
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哈尔滨工业大学硕士论文
Contents
摘要.............................................................................................................................I
Abstract....................................................................................................................II
Chapter1Introduction............................................................................................1
1.1BackgroundInformation.............................................................1
1.2ResearchObjectivesandSignificance.......................................2
Chapter2LiteratureReview..................................................................................3
2.1DefinitionofSilence...................................................................3
2.2DefinitionofSilenceinClass.....................................................4
2.3ClassificationofSilenceinClass...............................................5
2.4ResearchReview.........................................................................6
Chapter3Methodology...........................................................................................9
3.1Subjects.......................................................................................9
3.2Instruments..................................................................................9
3.3DataCollectionandTranscription............................................12
Chapter4ResultsandDiscussions......................................................................16
4.1SilenceCausedbyChineseCultureandTradition...................16
4.1.1ResultsandCases.............................................................16
4.1.2AnalysisofSilencefromCulturalPerspective................19
4.1.3PedagogicalImplications.................................................21
4.2SilenceCausedbyPersonalityandGender..............................23
4.2.1ResultsandCases.............................................................23
4.2.2AnalysisofSilencefromPersonalPerspective...............25
4.2.3PedagogicalImplications.................................................29
4.3SilenceCausedbyLanguageproficiency................................30
4.3.1ResultsandCases.............................................................30
4.3.2AnalysisofSilencefromthePerspectiveofLanguage
Barriers.................................................................................32
4.3.3PedagogicalImplications.................................................34
4.4SilenceCausedbyEnvironment...............................................36
4.4.1ResultsandCases............................................................36
4.4.2AnalysisofSilencefromEnvironmentalPerspective....38
4.4.3PedagogicalImplications.................................................40
4.5SilenceCausedbyTeachers’Questioning................................41
4.5.1ResultsandCases.............................................................41
4.5.2AnalysisofSilencefromthePerspectiveofQuestionsand
WaitTime...............................................................................44
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4.5.3PedagogicalImplicatiosn.................................................46
Chapter5Conclusion............................................................................................48
5.1MajorFindings..........................................................................48
5.2Implications...............................................................................49
5.3LimitationsandSuggestionsforFurtherStudy.......................50
References...............................................................................................................52
AppendixⅠInterviewQuestions..........................................................................57
AppendixⅡAQuestionnaireofStudents’SilenceinOralEnglishClasses.....58
Acknowledgements................................................................................................62
哈尔滨工业大学硕士学位论文原创性声明.........................................................63
哈尔滨工业大学硕士学位论文使用授权书.........................................................63
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Chapter1Introduction
1.1BackgroundInformation
Fromthebeginningoftwenty-firstcentury,thereformofteachingandlearning
incollegeEnglishclasshasbeenbroughtforwardandbecomefashionableinthe
education.Inthepast,educationalistsandteachersadvocatedthatteachersspeakon
theplatformandstudentslistenandtakenotesintheclass,whichisfoundtobe
inappropriateforcollegeEnglishteaching.Thetraditionalteachingmethodsneglect
helpingthestudentstoperceivetheabilityofspeakingEnglish.Changeis
necessarilyneededintheEnglishteachingmethod.Nowadays,collegesarrange
moreandmoreoralEnglishclassestotraintheabilitytospeak,whilestudentsare
notwillingtoopentheirmouthandspeak,whichisurgenttobesolved.Many
educationalistsandteachershavedonealotofresearchesinthisarea,whicharevery
valuableandhelpful.
Chinesestudentsarefoundreluctantinclass,especiallyinoralEnglishclasses.
（Liu,2000）Inthisresearchpaper,manyproblemsinoralEnglishclassesare
presented.Collegestudentsarepassivetoparticipateinclassroomactivities:
theyare
notwillingtoanswerthequestionseventhoughtheyknowtheanswerstothe
questions;theydonotraisequestion
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