英语课堂沉默现象研究大学本科毕业论文

Acknowledgments

I am grateful in the first place to my supervisor Professor Wang Yun, who has supported me all the time during the process of writing this paper. I appreciate her patience and cautiousness. I would not have accomplished this thesis successfully without her consistent help.

What’s more, I would like to acknowledge my school-Suzhou University of Science and Technology for granting me the precious chance to further my English study．In my process of writing and completing this paper，I have benefited a lot from the people around me. I want to thank you for the sterling help of my friends. Besides I want to thank the authors of books and papers that provide me with plenty of information and references.

Last but not least, I will give my gratitude to my family members, who have supported and encouraged me all the time.

摘要

随着英语课程改革，将学生作为课堂核心这一要求的提出，使得越来越多的教育学者关注英语课堂学生沉默现象。然而国内在这方面的许多研究停留在理论方面,而缺少实证方面的深入研究。因此，在相关理论研究的基础上，本研究以苏州科技学院英语专业的学生为研究对象，将问卷调查和课堂观察的方式结合，从学生角度进行调查，以实证为依据，探究导致英语课堂学生沉默的原因和解决方法。

通过研究，我们发现造成英语课堂沉默现象的原因不仅在于老师的教学方式、态度以及学生的态度、个性、动机等方面，同时还会受到其他因素的影响，这些因素已经变成提高英语课堂效率的阻碍因素，甚至还会造成更大程度、更广范围的恶性循环。因此，解决课堂沉默问题是很必要的，不仅需要从师生双方探究原因，还要联系实际，最终打破沉默坚冰，构建和谐高效的英语课堂。

关键词：英语课堂；学生沉默现象；课堂参与；实证调查

Abstract

According to the New College English Curriculum Requirements(2007:25), the student-oriented pattern has become the focus of classroom reform. More and more education workers shift their attention to the phenomenon of students’silence in EFL classroom. However, most of the research in this area focuses on theories and lacks deep studies from the empirical perspective. So, based on relevant theoretical research, this study takes students of Suzhou University of Science and Technology as our objectives and adopts a questionnaire to explore the factors causing students’ silence in EFL classroom.

Results of the study demonstrate that the reasons of students’ silence are not limited to teaching methodology, attitude on teachers’side and attitude, personality, motivation on students’side. There are also other related factors, which obstruct the efficiency in EFL classroom, and even can lead to a vicious cycle. Therefore, it is really critical to solve the problem. The exploration should be made from both sides of teachers and students, thus to break the ice of silence and create a harmonious and high-efficient EFL classroom.

Key words：EFL classroom; students’ silence; class engagement; empirical investigation

Contents

Introduction (1)

1. Theoretical background and literature review (2)

1.1 The definition of silence (2)

1.2 The characteristics of silence (2)

1.2.1 Positive silence (3)

1.2.2 Negative silence (3)

1.3 Classification of silence (4)

1.4 Relationship between silence and speech (5)

1.5 The current situation of silence study at home and abroad (6)

1.5.1 Studies at home (6)

1.5.2 Studies at abroad (7)

2. An empirical study of students’ silence in EFL classroom (8)

2.1 Research questions (8)

2.2 Research methodology (9)

2.2.1 Research subjects (9)

2.2.2 Research materials (9)

2.2.3 Research procedure (9)

2.3 Data collection and analysis (10)

2.3.1 Data collection (10)

2.3.2 Data analysis (10)

2.4 The findings (11)

2.4.1 Teachers’ aspects (11)

2.4.2 Students’ aspects (12)

2.4.3 Other aspects (12)

3. Some implications and suggestions for students and teachers (13)

3.1 For students (13)

3.2 For teachers (14)

Conclusion (15)

References (17)

Appendix1: (19)

Appendix2: (21)