英语课堂沉默现象研究毕业设计.docx

英语课堂沉默现象研究毕业设计.docx

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英语课堂沉默现象研究毕业设计

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Acknowledgments

IamgratefulinthefirstplacetomysupervisorProfessorWangYun,whomyprocessofwritingandcompletingthispaper，Iandreferences.

Lastbutnotleast,Iwillgivemygratitudetomyfamilymembers,whoworkersshifttheirattentiontothephenomenonofstudents’silenceinEFLclassroom.However,mostoftheresearchinthisareafocusesontheoriesandlacksdeepstudiesfromtheempiricalperspective.So,basedonrelevanttheoreticalresearch,thisstudytakesstudentsofSuzhouUniversityofScienceandTechnologyasourobjectivesandadoptsaquestionnairetoexplorethefactorscausingstudents’silenceinEFLclassroom.

Resultsofthestudydemonstratethatthereasonsofstudents’silencearenotlimitedtoteachingmethodology,attitudeonteachers’sideandattitude,personality,motivationonstudents’side.Therearealsootherrelatedfactors,whichobstructtheefficiencyinEFLclassroom,andevencanleadtoaviciouscycle.Therefore,itisreallycriticaltosolvetheproblem.Theexplorationshouldbemadefrombothsidesofteachersandstudents,thustobreaktheiceofsilenceandcreatea

Contents

Introduction1

1.Theoreticalbackgroundandliteraturereview2

1.1Thedefinitionofsilence2

1.2Thecharacteristicsofsilence2

1.2.1Positivesilence3

1.2.2Negativesilence3

1.3Classificationofsilence4

1.4Relationshipbetweensilenceandspeech5

1.5Thecurrentsituationofsilencestudyatempiricalstudyofstudents’silenceinEFLclassroom8

2.1Researchquestions8

2.2Researchmethodology9

2.2.1Researchsubjects9

2.2.2Researchmaterials9

2.2.3Researchprocedure9

2.3Datacollectionandanalysis10

2.3.1Datacollection10

2.3.2Dataanalysis10

2.4Thefindings11

2.4.1Teachers’aspects11

2.4.2Students’aspects12

2.4.3Otheraspects12

3.Someimplicationsandsuggestionsforstudentsandteachers13

3.1Forstudents13

3.2Forteachers14

Conclusion15

References17

Appendix1:

19

Appendix2:

21

Students’SilenceinEFLClassroom

Introduction

Inrecentyears,thephenomenonofstudents’silence.Mostofthem,suchasteachers’talkinELFclass,teachers’questioningmethods,etc,butfewresearches.

DuetothenewrequirementsofCollegeEnglishRequirements（2007:

25）,thepedagogicaltendencyinEFLclassemphasizesonstudents’rolesandaimstocreateastudent-centeredteachingenvironment.Thus,manyteachers.Itprovidesstudentswithmoreopportunitiesbutalsomuchpressure.Studentsmayemploysilenceastheformofcommunicativeengagementandonlyasmallproportionofstudentsactivelyparticipateinclass.Ontheotheroreventheenemyofspeechandfewteacherspropermeasurestoresolvetheproblem.ThemisunderstandingorincompleteunderstandingofsilencemayleadtoaviciouscircleinELFclass.

Meyer（Kevin2009:

16）putforwardtheconceptionofHypothesizedLinkbetweenSilenceandLearning.Furthermore,shedefinedsilentengagementasakindofcommunication.Onthistheoreticalbasis,moreandmoreresearchersdiverttheirattentiontothevalueofsilenceandexploretherelationshipbetweenspeechandsilenceinELFclass.Thecausesofstudents’silenceinELFclassaremultidimensionalduetodifferentresearchanglesandpurpose.

Infact,silenceitsownrightcanbeseentomakeapositivecontributiontothescopeofthemeaningful”（1980:

104）Silencepavesthewayforthepotencyoflanguagesincesilencegivesbothbirthandconclusiontospeech.

Thisthesiswillbedoneonthebasisofthepreviousstudiesrelatedtothephilosophyofspeechandsilence,factorsinfluencingstudentparticipationandlearningstyles.InordertomaketheresearchbeputintopracticeandfutureteachinginELFclass.

1.Theoreticalbackgroundandliteraturereview

Silenceisameansofpowerfulnonverbalcommunication,themostproperway,variousconnectedaspectsshouldbeconsidered,includingsubjectiveandobjectivefactors.Thesubjectivefactorsincludethefeelings,personality,mutualrelationsandthedegreeofcaring,whiletheobjectivefactorsarelocation,time,culturebackgroundetc.Todigouttherootcausesofstudents’silenceinEFLclass,closeattentionshouldfirstbepaidonthedefinitionofsilence.

1.1Thedefinitionofsilence

Accordingtodifferentpurposeswithvariousresearchframeworks,thedefinitionofsilencedistinguishesfromoneandanother.

OxfordAdvancedLearner’sEnglish-ChineseDictionary（Hornsby2009:

1408）definessilenceasthefollowingmeanings:

（1）completeabsenceofsoundornoise;quiet;

（2）refusalorfailuretodiscusssomethingoranswerquestionsaboutsomething;（3）completequietbecausenobodyistalking;（4）aperiodoftimeinwhicheveryonestopstalkingasasignofrespectandtoexplainthepropermeaningofsilence.

InEncyclopedicDictionaryofAppliedLinguistics:

AHandbookforLanguagecaseofspeech,rule-governed,anditisalsovariableandculturalspecific.

Tothreeforms:

Psycholinguisticsilence;InteractivesilenceandSocio-culturalsilence.Consideringthecommunicationfunctions,everytype.

Asthispaperaimstostudystudents’silenceinEFLclassroom,thedefinitionoftheinteractivesilenceswillbethecorepart.Interactivesilenceisthepausalinterruptionindialogue,conversation,discussion,debate,etc.Theycanberelatedtoaffective,interpersonalrelationshipsbetweenpeopleaswellastotheexchangeofinformationandorproblemsolving（Bruneau1973:

29）.

1.2Thecharacteristicsofsilence

Iftheambiguousaspectsofsilencemaybeconcludedclearly,furtherstudiesinthisareacanbemademoresmoothly.Inlow-contextculture,silenceisnegativeforthemostpart,anditisconsideredasalackofcommunication.Jensenrevelation,linkage,activatingandjudgmental.Basically,silencecanbedividedintotwoparts:

positivesilenceandnegativesilence.

1.2.1Positivesilence

Silencecanaffectpeople.Insomeembarrassingsituation,silenceofferpeoplesometimeforreflectionandbuffering.Nonverballanguagecanexpressthedeepestfearsandmostintensejoys.Silencecanbeunderstoodasrespect,acceptanceorkindnessinchurchorlibrary.Tosumup,silence,tosomedegrees,isthelanguageofthosestrongpassions:

love,anger,surpriseorfear.Silenceisacommonstrategytomanagetensesituations,especiallyforfunction.Itmayimpartsomeinformationwhilepreventingthedisclosureofother（Jensen1973:

120）.Wecanfindclearimplicationinsomesituations.Forexample,silencecanworkastheconveyorofmessageinclass,whenstudentsthinkabouttheanswerstoquestions,theteacheroftenchoosetobesilent.Althoughtheoveralllanguageenvironmentissilent,students’mindskeepgoingon.Wecancallitrevelationsilenceinthiscase.

Insomecases,akindofsilenceiscalled“linkagesilence”.Inthesocialculture,silencecanactasabondamongpeople.Thiskindofsilenceispositiveasisusedtomaintainsocialspaceorpreventinterruption.Suchasthesituationthattwostrangersinelevatorsorcrowdedbusesusuallykeepsilent.Thiscouldalsoamongintimatefriends.Theykeepsilentbecausetheyunderstandeachothersowellandthereisnoneedputtingthoughtsintowords.

Silencecanleadtoanassumptionofassentandagreementwithwhatsaid.Theoldsayings“silenceisconsent”expressessuchmeaning.Tosomedegrees,silencecangiveussomerepresentsomenegativefeelings,suchas,orevenrepresentdishonestyandlying.Weallknowatcourt,thejuryandlawyer’sinterpretationofthenegativeiftheykeepsilent.

Silencecancommunicateanattitudeofthoughtfulnessandconsiderationoranabsenceofthoughtoropinion（Jensen1973:

123）.SilenceactivatingfunctioninEFLclassroom.Intraditionalteachingpattern,theteacherplaystheroleasthecenterofclassanddominatestheteachingprocedure,whilethestudentsaresilentlistenersorreaderslackingoftheirownthoughts.WiththepromotionofnewCollegeEnglishCurriculumRequirements,modernclassroomsrequirestudentstoplaythemajorroles.Interactiveclassshouldbeteachers’silencemorethanthoseofstudents.Teachersshouldchangetheirauthoritativerolesandcreatestudents-centeredclassroomsettings.

Silencecanalsobeinterpretedasdisagreementandresentment（Jensen1973:

121）.Besidesthis,silencealsostandsfordissent,orreservationandpotentialaction.Itwill.

Accordingtowhatbeconcludedthat“silencecanperformanumberof1973）.However,theexactlymeaningofsilenceshouldbeembeddedinthecontext.Inotherwords,silencefunctionseitherpositivelyornegatively,whichshoulddependontheconcretecontext.What’smore,positivesilencecantransferintonegativesilenceinEFLclassiftheteachersfailuretostimulatethestudentsincorrectdirection.

1.3Classificationofsilence

（1）Bruneau’sclassificationofsilence.

Silenceistospeechasthewhiteofthispapertothisprint（Bruneau1973:

18）.Tosilence,Bruneausummarizesthreeformsofsilenceasfollowing:

（a）Interactivesilences.

Interactivesilenceistheinterruptionindialogue,conversation,discussion,debate,etc.Theycanberelatedtoaffective,interpersonalrelationshipsbetweenpeopleaswellastotheexchangeofinformationandorproblemsolving（Bruneau1973:

29）.Comparedwithpsycholinguistic,slow-timesilences,interactivesilencesarelonger.Peoplecaninteractivesilences.Inclasscontext,thetypicalexamplesofinteractivesilencesareinteractionsbetweenteachersandstudents.Afterputtingforwardaquestion,teachersmaykeepsilencewhilestudentsarethinkingaboutthegivenquestions.Whenteachersareteachingtheoreticalknowledge,studentskeepsilent