Abstract: Classroom silence, particularly among Chinese EFL learners, continues to attract discussion which emphasizes its passive influence on active learner participation in class. Based on the data of a questionnaire, this thesis focuses on causes for students’ silence in middle school English classes and strategies for teachers and students to solve this problem. The causes are divided into four parts: linguistic problems (problems of vocabulary and grammar, problems of comprehension and low level of English), psychological problems (psychological problems and the tense atmosphere), problems with time (lack of time to answer), problems with turn taking (no chance to answer and missed timing). The strategies for teachers include linguistic aspects (give clues, help students with vocabulary and grammar, use Chinese), time support (give more time to think), questioning (make the meaning of questions clearer, paraphrasing, further questioning, use sense of humor), psychological aspects (offer response, express willingness to understand, give encouragement) and turn taking (do not call names individually, answer in order).
Key words: silence; English classroom; causes; strategies
CONTENTS
Abstract
摘要
1. Introduction1
2. Literature Review.1
2.1 The Definition of Students’ Silence in English Classrooms
2.2 Related Researches on Students’ Silence in English Classes
3.Research Methodology3
3.1 Research Questions
3.2 Research Participants
3.3 Research Instrument
3.4 Data Collection
3.5 Data Analysis
4.Results and Discussion5
4.1 Reasons of Students’ Silence in Middle School English Classrooms
4.2Students’ Expectations for Teachers
5. Suggestions
5.1 suggestions for teachers
5.2 suggestions for students
6.Conclusion. 12
Bibliography.14
Acknowledgement.15
Appendix.16
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