大学英语课堂沉默的原因及解决对策.docx

大学英语课堂沉默的原因及解决对策.docx

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大学英语课堂沉默的原因及解决对策

Title:

CausesandCountermeasuresofCollegeEnglish

ClassroomSilencePhenomenon

　Fouryears’schoollifeiscomingtoanend.Recallingthefouryears’life,IfeelthatIgotmanythings.Inthethesiswritingprocess,therearemanydifficulties.Igottheguidance,support,andencouragementfromquitealistofpeople,especiallyfrommytutor.

　　Itakethisopportunitytoexpressmyheartfeltthankstomytutor!

Meanwhile,IwanttothanktheteachersinOujiangCollege.Becauseoftheirpreaching,Tuition,FAQ,Ilearnedprofessionalknowledgeandlearnedmanythings.Iwouldalsoliketothankmyclassmatestogivemehelp.IwouldliketothankgratefullytomymentorteacherWangYan.Shewaseasygoing,passionateandcareful.ItisteacherWang’sselflesshelpandenthusiasticencouragementthatenabledmythesistobesmoothlycompleted.

　What’smore,Iwouldalsoliketoexpressmygratitudetomyfouryears’collegelife,myfamily,andthosefriendsthatI’llneverforget.Theirsupportandencouragementismywealth.

Abstract:

CollegeEnglishclassroomsilencehasbecomeacommonphenomenon.Thisnotonlyaffectstheprogressoftheirteachers,butalsohindersstudents’accesstoknowledge.ClassroomastheplaceofteachingistoimprovethequalityofcollegeEnglishteaching.Andtheteacherasdominateofimpartingknowledgeistoregulatethebehaviorofstudentsandenrichstudents'knowledge.Theclassroomsilenceisboundtoaffectavarietyofteachingactivities.ThisarticlewhichemploysquestionnairesandreferencestoavarietyofbooksandotherformsistoanalyzethecauseofCollegeEnglishclassroomsilence.Andaccordingtothevariousreasons,theauthorputsforwardcorrespondingcountermeasures.Theauthororganizesthepaperasfollows:

first,thispaperaccordingtopreviousclassroomresearchsumupthedomesticEnglishclasspresentsituation;secondly,throughquestionnairesresearchandpreviousresearchsummary,fromthestudents,teachers,andsocialfactors,thepaperanalyzethereasonsofcollegeEnglishclassroomsilence;finally,fromstudentsandteachers,theauthorputforwardcorrespondingcountermeasures.

Keywords:

classroomsilence;CollegeEnglishclassroom;solvingstrategies

摘要：

大学英语课堂沉默已经成为一种普遍的现象。

这不仅影响老师教学进度，也阻碍学生获取知识。

课堂作为教学活动的地点，是提高大学英语教学质量关键地方，老师作为传授知识的主宰，规正学生的行为和丰富学生的知识。

本文通过调查问卷、参考各类书籍等形式，解析大学英语课堂沉默的原因，并且根据各类原因的产生提出了相应的解决对策。

作者将本文分成以下几个部分：

首先，本文结合前人课堂调查研究总结出国内大学英语课堂的现状；其次，通过问卷调查研究和前人的调查研究总结，从学生，老师和社会三方面因素分析大学英语课堂沉默的原因；最后，本文从学生、老师两方面提出相应的解决对策。

关键词：

课堂沉默；大学英语课堂；解决策略

CONTENTS

1.Introduction…………………………………………………………………..1

2.TheAnalysisofCollegeEnglishClassroomSilence………………………..2

2.1.TheDefinitionofSilence…………………………………………………3

2.2.TheClassificationofSilence……………………………………………..3

3.TheMainCausesofSilence………………………………………………….4

3.3.1.Forstudent…………………………………………………............5

3.3.2.Forteachers………………………………………………………..7

3.3.3.Socialaspects………………………………………………………8

4.CountermeasuresofCollegeEnglishClassroomPhenomenon……………9

4.1.StudentFactors…………………………………………………………..10

4.2.TeacherFactors………………………………………………….............10

5.Conclusion……………………………………………………………………12

Bibliography……………………………………………………………………15

1.Introduction

Inthe21stcentury,theclosetiesbetweenChinaandothercountryareincreasinglydeepeninginpolitics,economy,military,andculturalexchange.Therefore,ourcountrycallsformoreandmorepeoplewhohaveagoodcommandofEnglish.Englishisatoolofthemoderninternationalexchanges,whichisboundtobeanecessaryskillforeachofthecollegestudents.ButthecurrentsituationofcollegeEnglishteachingisnowfarbehindtheneedsofthedevelopmentoftheworld.SotheimplementationofqualityeducationtoraisetheoverallcompetenceofEnglishhasbecomeeveryone'svoices.

Accordingtoasurvey,nowthepeopleareworriedaboutthestateofcollegeEnglishclassroom.Asweallknow,studentsinthejuniorandseniorhighschoolsneedteachers’inculcation.However,collegestudentsrelyontheirconsciousness,sointhecollegeclasstheyarealsomorerelaxed.ItleadsalotofcollegestudentstothinkthattheirownEnglishabilityseemstobenobetterthanthatinhighschool.

InChina,teacheristhedominantpositionwhilestudentsarefollowingtolearn.IncollegeEnglishclass,teachersaretalkingaboutdifferentcases,writingontheblackboardorPPTshow,andstudentsaretakingnotes.Ithasbecomeasamemodefromprimaryschooltouniversitylearningtosomeextent.Thisisakindofpassivelearning.Thislearningenvironmentisnotasgoodasforeignlearningenvironment,whichonlymakesstudentsdevelopthehabitoflistening.AndthenstudentshavenobigimprovementontheEnglishlearningability.Therefore,itisunderstandableaboutChinesecollegeEnglishclassroomsilence.Universitymeanstogrowup,freedomandchatwithothers,sleep,playphoneswhenwehaveclasses.Andwhentheteachersaskquestions,fewstudentswouldanswerthem.

TeachingmethodsabroadisdifferentfromteachinginChina:

foreignteachersfocusontheinteractionbetweenstudentsandteachers;theypaymoreattentiontothestudents'self-learningability;theywillgivestudentssomepreptimetoreadbooks;theyspendmoretimedeepeningknowledge,solvinganddiscussingallofthestudents’self-doubtsintheclassroom.IntheU.S.,theinteractionisthesouloftheentireteachingclassroom.StudentsintheUnitedStatesarethedominanceoftheclassroom,soeducationintheUnitedStatescanbecalled"LiberalEducation".Whenateacherisgivingalecture,studentscanputforwardtheirowndoubtsordiscusswiththeteacher.Althoughtheenvironmentisrelaxed,italsocauseslaxdisciplinessuchstudentsareoftenlateforclasses,freeinandoutoftheclassroombetweentheirregularitiesandsoon.

ThereisonestudyofTsuiaboutthestudents’foreignlanguageclassroom.Withtheteacherreflectionandviewangle,shefoundthestudents'silencewaslinkedtoanxiety;anotherisJackson’sinEnglishclassroomteachingbusinessmanagement.Hefoundthattheeducational,social,cultural,emotionalandotherfactorsledtothesilenceofthestudents.

ByqualitativeresearchJulefoundinESL（EnglishasaSecondLanguage）classgirlsaremoresilentthanboys.Genderaffectsclassroomparticipation,therebyaffectsstudentstolearn.LiuJunanalyzethecasesofthreeAmericaChinesestudents:

thereasonswhytheclassroomsarefullofsilentareincludingrealsilenceinlanguagecommunicationandrestrainedsilenceindeepculturalconnotation.

Therefore,thecollegeEnglishclassroomsilencehasbeenacommonphenomenon.Thisnotonlyaffectstheprogressofteachers,butalsohindersstudents’accesstoknowledge.Theproblemneedstobesolvedurgently.

2.TheAnalysisforCollegeEnglishClassroomSilence

Formanyyears,whatwehavingtalkedabouttheChinesestudents’mainfeaturesisoften“smart,hard-working”,plus“nottalkative,notactive.”What’stheproblem?

TheChinesestudentsdon’thavethehabitofaskingoransweringquestionsactively.Andtheycan’tcommunicatewithteachersbravely.Inuniversityclassrooms,suchviewsareoftenseen:

thestudentsoftenbowtheirheadsdownorkeepsilentwithoutwordswhentheprofessorsaretalking.

Classroomteachinghasalwaysbeenatwo-wayprocesscommunicationofteachingandlearning.Ifthetwosides（teachingandlearning）lackabasicandcommonknowledgeplatformortheentireclassroomteachingshortofatwo-waycommunicationenvironment,theclassroomteachingatmosphereisdefinitelyboring.Afteralongtime,studentswouldbeaccustomedtobesilent.CollegeEnglishclassroomsilencephenomenonisreflectednotonlyontheissueofCollegeEnglish"teach",buttheissueofCollegeEnglish"learning".Theteacheristocomplywithtextbookstoteach,andstudentsonlylistentotheteacherlectureswithtakingnotes,doingafter-schooltitlebecauseoftheimpactofthetraditionalmodeofeducation.Itbecomesateachingsituationcalled"dumbEnglish".

2.1.TheDefinitionofSilence

Whatissilence?

Thedefinitionofsilencewhichcanbeinterpretedasthreemeaningsisthelackofanysound;formofmeditativeworshippracticedbytheSocietyofFriends（Quakers）;theactionofrefrainingfromspeaking.

InEnglishclass,themainbodyoftheclassroomcommunicativeinteractionisteachersandstudents.Classroomactivityisaprocessofinteractionbetweenteachersandstudents.Itscommunicativebodyisonlyteachersandstudents,andcommunicativechainisonlymadeupoftwoforms:

teacher–studentandstudent-teacher.Speakingfromthebroadsense,itincludesclassroomteachingsilence;narrowlyitonlymeansthatstudentsaresilentwhenteachersaskquestions.Thereasonwhytheclassroomisfullofsilenceistheunbalancebetweenteachersandstudents:

studentsdon’tanswerthequestions;teachersonlyteachbythemselves.Theatmosphereisnotrelaxedandinteresting.

2.2.TheClassificationofSilence

Silenceinclassroomscanbedividedintopositivesilenceandpassivesilence.Positivesilencemeansstudentsthinkinapositivewayofthesilentwhentheteachersasksomequestions;studentslistentotheteacherorotherstudentscarefullywhentheyspeaking.

Negativesilencemeansstudentsdonotlistentowhattheteachersays;studentsdon’ttakepartinthediscussion.Theperformancesaboutnegativesilenceisthemajorityofstudentsreactsilentlyandnobodyiswillingtoanswerwhenteachersaskquestions;studentsareinapassivepositionanddon’tknowaboutanything;classroomatmosphereisverygoodbuteachtimethestudentswhoanswerthequestionsarespecified.

Amajorityofstudents