 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Classroom Silence in College English Class in China
CHEN Shan
Full-Text PDF
XML 1691 Views
DOI:10.17265/1539-8080/2020.05.001
Hunan Engineering Institute, Hunan, China
Classroom silence has always been the issue that exists in oral English classroom and that needs to be addressed. It will not only hamper the effective interaction and communication between teacher and students, but is the result of students’ spoken practice. This study focused on the two agents in classroom interaction: namely, the teacher and the students, to find out the causes and further explore the implications for college English teaching. This study found out many aspects leading to classroom silence which are students’ learning motivation, language proficiency, students’ personality, teaching material, and teaching method. Thus, measures from the perspective of Interaction Theory were proposed. In the long run, students will increase their classroom interaction in a certain degree until the present teaching problems are solved.
classroom silence, classroom interaction, social interaction, interactive activities
Armstrong, P. (2007). Observing silence. 48th National Conference and the Canadian Association for the Study of Adult Education.
Bista, K. (2011). Academic dishonesty among international students in higher education. In J. E. Miller and J. E. Groccia (Eds.), To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, 30, 159-172.
Blimes, J. (1997). Being interrupted. Language in Society, 26(4), 507-531.
Brown, H. D. (1994). Principles of language learning and teaching. Beijing: Foreign Language Teaching and Research Press.
Brown, P., & Levinson, S. C. (1978). Universals in language usage: Politeness phenomenon. Cambridge: Cambridge University Press.
Burgess, J. & Etherington, S. (2002). Focus on grammatical form: explicit or implicit? System, 30(4), 433-458.
Carl, J. (1921). Psychological types. New York: Princeton University Press.
Chen, R. (1986). Face, saving face, losing face. Journal of Shanghai International Studies University, 4(1), 17.
Choi, J. Y. (2015). Reasons for silence: A case study of two Korean students at a U.S. graduate school. TESOL Journal, 6(3), 579-596. Retrieved from https://doi.org/10.1002/tesj.209
Clair, R. N. (1998). The social and cultural construction of silence. The University of Rode Island. Retrieved from http://www.uri.edu/iaics/content/2003v12n3/08%20Robert%20N.%20St.%20Clair.pdf
Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
Dagarin, M. (2016). Classroom interaction and communication strategies in learning English as a foreign language. English Language and Literature Teaching, 1(2), 127-139.
Dauenhauer, B. P. (1980). Silence: The phenomenon and its ontological significance. Bloomington, IN: Indiana University Press.
Department of Basic Education. (2011). English first additional language: Curriculum and assessment policy statement: Intermediate phase, grades 4-6. Pretoria: Department of Basic Education.
Dhulipala, A. (2010). Silence based communication. Translations of Information Theory, 56, 352.
Domyei, Z. (1998). Survey article: Motivation in second and foreign language learning. Language Teachings, 31, 117-135.
Ellis, R. (1984). Classroom second language development. Oxford: Pergamon Press.
Ephratt, M. (2008). Functions of silence. Journal of Pragmatics, 40, 1909-1938.
Faludi, O. (1990). 4 types of silence—learn how to communicate more effectively. Retrieved from https://www.linkedin.com/pulse/4-types-silence-learn-how-communicate-more-odile-faludi
Fauzan, U. (2016). Enhancing speaking ability of EFL students through debate and peer assessment. English Foreign Language Journal, 1(1), 49-57.
Ferris, D., & Tagg, T. (1996). Academic listening/speaking tasks for ESL students: Problems, suggestions and implications. TESOL Quarterly, 30(2), 297-320.
Forrest, M. (2010). Praising silence in a community of inquiry. Philosophy of Education Society of Great Britain Conference Paper. Retrieved from http://www.philosophy-of-education.org/uploads/papers2010/Forrest.pdf
Ghavamnia, M., & Ketabi, S. (2015). Voices from the voiceless: Iranian EFL students’ attitudes toward English. Innovation in Language Learning and Teaching, 9(2), 102-114. Retrieved from https://doi.org/10.1080/17501229.2013.849708
HARON. (2018). The drill and practice application in teaching science for lower secondary students. International Journal of Education, Psychology and Counseling, 3(7), 100-108.
Harumi, S. (2011). Classroom silence: Voices from Japanese EFL learners. ELT Journal, 65(3), 260-269. Retrieved from https://doi.org/10.1093/elt/ccq046
Hao, R. N. (2011). Rethinking critical pedagogy: implications on silence and silent bodies. Text and Performance Quarterly, 31(3), 267–284.
Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 2(1), 26-30.
Jackson, J. (2002). Reticence in second language case discussion: Anxiety and aspiration. System, 30, 65-84.
Jaworski, A. (1993). The power of silence: Social and pragmatic perspectives. Newbury Park, CA: Sage.
Jaworski, A., & Sachdev, I. (1998). Beliefs about silence in the classroom. Language and Education, 12(4), 273-290.
Krishna, B. (2012). Silence in teaching and learning: perspective of a Napalese graduate student. College Teaching, 60, 76-82.
Kumaravadivelu, B. (2003). Problematizing cultural stereotypes in TESOL. TESOL Quarterly, 37(4), 709-719. Retrieved from https://doi.org/10.2307/3588219
Larry, J. (2009).The contribution of the speeches of Elihu to the argument about suffering in the book of Job: a study in narrative continuity. New York: Mellen Press.
Lickerman, A. (2009). The effective use of silence. Psychology Today. Retrieved from http://www.psychologytoday.com/print/35809
Liu, J. (2005). An analysis of classroom silence among Chinese students in the United States. Modern Foreign Language, 4(1), 394.
Liu, N., & Littlewood, W. (1997). Why do many students appear reluctant to participate in classroom learning discourse. System, 25(3), 371-384.
Lydy, M., Oyelana, A. A., Ejidike, I., Akintoye, M., & Olufunmilayo, O. (2016). An analysis of a classroom discourse: A case of a selected English class in the Eastern Cape of South Africa. International Journal of Educational Sciences, 12(2), 113-119.
Mi, H. Q. (2014). From silence to dialogue: Towards ideal classroom. Wuhan: East China Normal University.
Mifflin, H. (2002). The American heritage Stedman’s medical dictionary. Retrieved from https://www.dictionary.com/browse/technique
Nakane, I. (2005). Negotiating silence and speech in the classroom. Multilingua, 24, 75-100.
Petress, K. (2001). The ethics of student classroom silence. Journal of Instructional Psychology, 6(1), 46-60.
Picard, M. (1952). The world of silence. (S. Godman, Trans.). Chicago: Henry Regnery Company (original work published 1948).
Ping, W. (2010). A case study of an in-class silent postgraduate Chinese student in London Metropolitan University: A journey of learning. TESOL Journal, 2, 207-214.
Plakans, B. K. (2011). Silence as a teaching tool. Yoga Journal. Retrieved from http://www.yogajournal.com/forteachers/2433?print = 1
Rao, S. M., Newlin-Haus, E., & Ehrhardt, K. (2016). Repeated interactive read-aloud: Enhancing literacy using story props. Childhood Education, 92(3), 26-235.
Rathakrishnan, M., Raman, A., Haniffa, M. B., Mariamdaran, S. D., & Haron, A. B. (2018). The drill and practice application in teaching science for lower secondary students. International Journal of Education, Psychology and Counseling, 3(7), 100-108.
Samovar, L., & Porter, R. (2009). Communication between cultures. Beijing: Foreign Language Teaching and Research Press.
Saville, T. M. (1985). Perspectives on silence. New Jersey: Alex.
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA‐Colombia. The Modern Language Journal, 85(2), 244-258.
Shao, Q., & Gao, X. A. (2016). Reticence and willingness to communicate (WTC) of East Asian language learners. System, 63, 115-120. Retrieved from https://doi.org/10.1016/j.system.2016.10.001
Simmel, G. (1908). On individual and social forms. New York: The Free Press.
Sivan, A., Leung, R. W., Woon, C., & Kember, D. (2000). An implementation of active learning and its effect on the quality of student learning. Innovations in Education and Training International, 37(4), 381-389.
Spizzica, M. (1997). Cultural differences within western and eastern education. Academic Communication Across Discipline and Culture, 23, 120-149.
Tanveer, A. (2008). Group work vs. whole class activity. Retrieved from https://files.eric.ed.gov/fulltext/ED511264.pdf (accessed: 2 May 2019)
Thomas, C., & Goering, C. Z. (2018). Socratic circles in world history: Reflections on a year in dialogue. A Journal of Educational Strategies, Issues and Ideas, 91(3), 103-110.
Tsui, B. M. A. (1995). Introducing classroom interaction. London: Penguin.
Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press (original work published in 1934).
Wang, C. W. (2016). Silence in junior high school. Shanghai: Shanghai Normal University.
Wells, H. G. (1981). Learning through interaction: The study of language development. Cambridge: Cambridge University Press.
White, C., & Smith, C. S. (1996). Voices of collegiate woman: Silence as a pattern of woman’s participation in an undergraduate class. UMI.
Xing, J., & Spencer-Oatey, H. (2005). Managing talk and non-talk in intercultural interactions: Insights from two Chinese-British business meetings. Multilingua, 24, 55-74.
Yashima, T., Ikeda, M., & Nakahira, S. (2016). Talk and silence in an EFL classroom: Interplay of learners and context. In J. King (Ed.), The dynamic interplay between context and the language learners (pp. 104-126). London: Palgrave Macmillan.
Zheng, X. (2010). Re-interpreting silence: Chinese international students’ verbal participation in U.S. universities. The International Journal of Learning, 17(5), 451-464.
Zhou, Y. R., Knote, D., & Sakamoto, I. (2005). Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge. International Journal of Inclusive Education, 9, 287-311. Retrieved from https://doi.org/10.1080/13603110500075180
Zembylas, M., & Michaelides, P. (2004).The sound of silence in pedagogy.Educational Theory, 54(2), 193–210.