Acknowledgments.docx

Acknowledgments.docx

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Acknowledgments

"Silence",actually,isfamiliartous,aswemaycomeacrossitinourdailycommunicationsnowandthen.

2.4Socio-culturalandtheCurrentEducationalEnvironmentFactors

2.4.1FaceConsciousness

ThematteroffaceappearstobemoreparticularlyinChina.Students'faceconsciousnessbecomesstrongerwithage.Therearetwokindsoffaceperceptions:

positivefaceandnegativeface.Inclass,studentsnotonlymakethemselvesnotloseface,butalsohelpotherstoavoidlosingface.Eitheractivelyandenthusiasticallyansweringquestionsinclassorfinishinghomeworkafterclassispositiveface,becausethroughtheseperformancesstudentscangetteacher'spraiseandaffirmation.Whenstudentsareawareoftheiranswersordiscussions,whichmayleadtootherclassmatesorteacherslosingface,buttheydon'tknowhowtoanswersortheyaresuspiciousabouttheirEnglishlevel,theytendtousesilencetosaveface.Sometimesalthoughstudentshavethoughtteacher'squestions,theystillhavesomehesitationtoshowtheiranswerinclassforfearofmakingmistakes,sotheywanttolistentoothersatfirst.Oriftheiranswerdoesnotgettheteacher'saffirmationtheywillfeelshameful.Whenstudentsarenotsatisfiedwiththeiranswertheywillkeepsilenttoensurenotloseface.Sostrongfaceconsciousnessmakesstudentsfeelsorrytogoagainstothersthattheywouldratherchoosetobesilentintheclassroom.

2.4.2TraditionalViewsImpact

Bytheimpactoftraditionalviews,studentsoftenchoosetobesilentinthecollegeEnglishclassroom.First,wehavemanysayings,like"silentisgold","Hethattalksmucherrorsmuch"etc.,andthesetraditionalideologiesarerootedinChinesecollegestudents'minds.Second,Chinesepeoplefocusongettingwellwithothers.Theybelievethatrespectingpeoplemeansnotgoingagainstothers.Third,Chinesecultureemphasizesobedience.Sotheyholdthatstudentsshouldobeytheirparentsathomeandobeytheirteachersintheschool.Basedontheaboveimpacts,studentskeepsilentincollegeEFLclassroom.Fourth,thetraditionalConfucianideasandcollectivismalmosthavebeendeeplyrootedineverybody'sheart.Influencedbytheseconventionalideas,Chinesestudentsoftenregardteachersastheauthority,thesymbolofabsolutepowerofthewholeclassroom,sotheyacceptknowledgepassivelywithoutchallengingteacher'sinstructions.

2.4.3TheClassAtmosphere

Foreignlanguagelearnersneedtogetenoughopportunitiestooutputandpracticetheirtargetlanguage.Languageclassroomprovidesaverygoodchannelforstudentstopracticeandexchangeinformationwitheachother.Therefore,theclassroominteractionplaysaverysignificantroleinimprovingstudents'Englishlevel.Butmanystudentsarenotsatisfiedwiththeclassroomatmosphere.Collegestudentscomplainthattheatmosphereoftheirclassroomenvironmentislackofcooperation,sodullandnervous,theycannotenjoythefunoflearningandclassroominteractions.Somestudentsassumethatthecontentsofclassroomteachinghavenothingtodowiththeirexaminations,sotheyignorethecoursebutemphasizeexaminations,letalonetheinteractionsinclassroom.Somestudentsthinktheuniversityclassroomisdifferentfromthemiddleandprimaryschoolclassrooms,wheretheyneednotraisehandtospeak,neednotdiscusstoagreeupon,justattendtheclasstheirlearningtaskwillbefinished.Undertheinfluenceofthisincorrectlearningenvironmentandpsychologicalenvironment,thoseoriginallyintendedtoparticipateinclassactivelyhadtoescapetobeshowingoff,sowithanxiety,theywouldratherquietlyfollowthetraditionalChinesevirtue-beingmodestandsilent.Thus,studentscannotgetridoftheteacher-centeredclassroom.

Asmentionedabove,theinternationalcommunicationbetweenteachersandstudentsisrelatedtotheformingofthebestlearningatmosphere.Classroomatmosphereissuggestedtostudentsthroughteacher'sposture,theexpressionsorwords.Andthenitmakesstudentsproduceempathywhichresultsinachainofinfectionandfinallyformsacertainatmosphere.Thustheteachershouldfocusoncreatinggoodclassroomatmospheretoimprovetheclassroomteaching.

Normally,accordingtothedifferentsubjects,silenceinclassroomcanbebrokenupintotwo:

oneisteacher'ssilence,andtheotherisstudents’silence.Butinthisthesiswearegoingtodiscussthelaterone,students'classroomsilence.

Mostofusbelievethatsilencealmostnothasanymeaningandevenmeansnothingatall.Butanumberofresearchershaveahighspirittostudyit,andtheyhavefoundthatmanypeoplemisunderstandit.

whichthebehaviorofstudents'absent-minded,,,butSomeresearchersstudiedonthishaverevealeddiverseclassificationsofsilence.

Withdifferentpersonalities,attitudesoremotions,students'silencefunctionsdifferently.Somestudentsareshyorintroverted,theyarenotinthehabitofcommunicatinginpublic,sotheychoosetobesilentatlast.Andsomestudents'classroombehaviorsdependontheirattitudestowhattheteachersaidorinstructed.Studentsmayshowtheiropinionsandanswersinsilencewhentheyliketeacher'sideawithoutanydisagreementbuthavenothingtosay;ortheymaynotlikewhatteachersaidandshowstrongdisagreement;ortheymayshowtheirsupport,respectandobediencetotheteacher.Whenstudentsgetasad,angryorembarrassedemotion,theymaynotwanttosayanything,theyneedsometimetocalmdown.Orevenmaybethequestionsorcommunicativeactivitiesaretoodifficultforstudents,sotheycannotspeakouttooquickly,theyneedsometimetothinkmore.Sotherearedifferentsituationswhenstudentsbeingsilentinclassroom,duringwhichtheirsilencehasvariousfunctions.

Classroomsilencemayincludeteachers'silenceandstudents'silence.Andtherearesomeobviousdifferencesbetweentheirfunctions.Atfirst,inclassroomteaching,teachers'silencehasagreatinfluenceonstudents'classroombehaviors.Onemainfunctionofteachers'silenceisregulatingfunction.Thisfunctioncanreflectoncopingwithemotions,implyingpunishment,removingdistractions,keepingordersandchangingtopics.Ontheotherhand,therevelationfunctionofteachers'silenceisthatteachercancreateaspecificsituationtoinspirestudents'thinkingandtodeepentheirimpressionsonEnglishlearning.Butstudents'silenceinEFLclassroomfunctionsdifferently.

[20]Tsui,A.B.M.（1996）.Reticenceandanxietyinsecondlanguagelearning.InK.M.Bailey,andD.Nunan（Eds.）.VoicesfromtheLanguageClassroom.Cambridge:

CambridgeUniversityPress.

Therecannotbeaclapwithonlyonehand.

Atthislevelofmyresearch,idecidetoselectthefollowingissuesasmyresearchobjectivesandthemaintasks:

Buttheychoosetobereluctantandsilentbecauseofthetraditionalteacher-centeredlectureandrotememorization.TheyarenottheappropriatemodesofEnglishteaching.Infact,thefactorsattributetostudents'silenceinEFLclassroomarecloselyrelated,eitherfromtherespectofstudentorfromtherespectofteacher.Firstofall,fromtherespectofstudents,therearesomemaincauses.Alargeamountofstudentschoosetobesilentfortheirlackofconfidenceandthelowerofself-efficacy.IntheprocessofEnglishlearning,learnersareaffectedbytheirlearningmotivationstoalargeextent.Researchesshowthatstudents’personalitiesandattitudesareimportanttotheirlanguagelearning.Inmanysituations,studentsremaintobesilentinclassroombecauseoftheirlackoflanguageabilitywhichmakethemfeelunconfident.Studentswithforeignlanguageanxietyareoftennotabletofocustheirattentiononthestudyandtheinteractionswiththeteacherorotherclassmates.Theanxietyplaysanegativeroleinimprovingstudents'Englishlevel.Thishindersstudents'languagelearningdirectlyorindirectly.

Fromtherespectofteachers,therearealsosomemainreasons,suchashestateoftheteacher-studentrelationship,thetraditionalteachingmethods,teacher'squestioning,andteacher'sfeedbackorevaluation.Besides,therearealsosomesocio-culturalfactorswhichdeeplyimpactstudents'participationinEFLclassroom.Inordertobreakstudents’silenceinEFLclassroom,wemusttakesomepracticalmethods,forinstance,improvingstudents'motivationandtheirself-confidence,improvingstudents'learningstrategies,strengtheningstudents’languageapplicationandenhancingtheirself-efficacy.Teachersthemselvesshouldalsodomoreeffortstochangeteacher'straditionalteachingstyleandmethod,tomaketheclassatmosphereactiveandharmony,tomaintaingoodrelationshipbetweenteachersandstudentsandtoincreaseteacher'squestioningskillsandfeedbackstrategies.

[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.

Silenceiswidelyconsideredtobetheabsenceofspeechinanegativewaybymanyresearchers.

TheAnalysisontheCausesofandtheSolutionstoCollegeStudents’SilenceinEnglishClassroom

4.3.4Removethebarriersoftraditionalculture

Andwithenormouschangesintheeducationalenvironmenttheupdatingoftheinstructionaltheories,thefocusofEnglishlearninghasshiftfromteacher-centeredtostudents-centered.Therefore,itisnecessarytoexplorethefactorsofstudents’silenceincollegeEFLclassroomandputforwardthecorrespondingsolutions.

1.2PurposeoftheResearch

Chapter1:

1.1ResearchBackground

1.1ResearchBackground

1.2PurposeoftheResearch

1.3SignificanceoftheResearch

1.5LimitationsofPreviousStudies......................................................................

3.3SolutionsonthePartofEducationalEnvironment

3.3.1

3.3.2Optimizethe