英语课堂沉默现象研究Word格式文档下载.docx
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英语课堂沉默现象研究Word格式文档下载.docx
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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
AccordingtotheNewCollegeEnglishCurriculumRequirements(2007:
25),thestudent-orientedpatternhasbecomethefocusofclassroomreform.Moreandmoreeducationworkersshifttheirattentiontothephenomenonofstudents’silenceinEFLclassroom.However,mostoftheresearchinthisareafocusesontheoriesandlacksdeepstudiesfromtheempiricalperspective.So,basedonrelevanttheoreticalresearch,thisstudytakesstudentsofSuzhouUniversityofScienceandTechnologyasourobjectivesandadoptsaquestionnairetoexplorethefactorscausingstudents’silenceinEFLclassroom.
Resultsofthestudydemonstratethatthereasonsofstudents’silencearenotlimitedtoteachingmethodology,attitudeonteachers’sideandattitude,personality,motivationonstudents’side.Therearealsootherrelatedfactors,whichobstructtheefficiencyinEFLclassroom,andevencanleadtoaviciouscycle.Therefore,itisreallycriticaltosolvetheproblem.Theexplorationshouldbemadefrombothsidesofteachersandstudents,thustobreaktheiceofsilenceandcreateaharmoniousandhigh-efficientEFLclassroom.
Keywords:
EFLclassroom;
students’silence;
classengagement;
empiricalinvestigation
Contents
Students’SilenceinEFLClassroom
Introduction
Inrecentyears,thephenomenonofstudents’silencehasattractedresearchers’attention.Mostofthemhavestudiedthefactorsthatinfluencestudents’participation,suchasteachers’talkinELFclass,teachers’questioningmethods,etc,butfewresearcheshaveexploredfromstudents’psychologicalperspectivewhichisactuallyfarmoreworthyofinvestigation.
DuetothenewrequirementsofCollegeEnglishRequirements(2007:
25),thepedagogicaltendencyinEFLclassemphasizesonstudents’rolesandaimstocreateastudent-centeredteachingenvironment.Thus,manyteachershaveintroducedvariousmeanstoencouragestudents’participation.Itprovidesstudentswithmoreopportunitiesbutalsomuchpressure.Studentsmayemploysilenceastheformofcommunicativeengagementandonlyasmallproportionofstudentsactivelyparticipateinclass.Ontheotherhand,manyteachersconsidersilenceastheoppositeactionoreventheenemyofspeechandfewteachershavetakenpropermeasurestoresolvetheproblem.ThemisunderstandingorincompleteunderstandingofsilencemayleadtoaviciouscircleinELFclass.
Meyer(Kevin2009:
16)putforwardtheconceptionofHypothesizedLinkbetweenSilenceandLearning.Furthermore,shedefinedsilentengagementasakindofcommunication.Onthistheoreticalbasis,moreandmoreresearchersdiverttheirattentiontothevalueofsilenceandexploretherelationshipbetweenspeechandsilenceinELFclass.Thecausesofstudents’silenceinELFclassaremultidimensionalduetodifferentresearchanglesandpurpose.
Infact,silencehasbothnegativeandpositivesides.AsDauenhauer(1980)claimedthat“silenceinitsownrightcanbeseentomakeapositivecontributiontothescopeofthemeaningful”(1980:
104)Silencepavesthewayforthepotencyoflanguagesincesilencegivesbothbirthandconclusiontospeech.
Thisthesiswillbedoneonthebasisofthepreviousstudiesrelatedtothephilosophyofspeechandsilence,factorsinfluencingstudentparticipationandlearningstyles.Inordertomaketheresearchhavemorepracticalsignificances,aseriesofsurveyswillbedonewiththeformofquestionnaires.ThedatawillbecollectedtoanalyzethetheoriesandhopefullysomeofthemcanbeputintopracticeandhelptoputforwardsomesuggestionsinfutureteachinginELFclass.
1.Theoreticalbackgroundandliteraturereview
Silenceisameansofpowerfulnonverbalcommunication,howevertointerpretsilenceinthemostproperway,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)aperiodoftimeinwhicheveryonestopstalkingasasignofrespectandhonortowardssomeonewhohasdied;
(5)failuretowritealettertosomeone,telephonethemetc.Obviously,wemustconsidertheactualsituationtoexplainthepropermeaningofsilence.
InEncyclopedicDictionaryofAppliedLinguistics:
AHandbookforLanguageTeaching(Johnson&
H2003:
287-288),thenotionofsilenceincommunicationis,asthecaseofspeech,rule-governed,anditisalsovariableandculturalspecific.
Tohaveabetterunderstandingandconductivestudy,Bruneau(1973:
36)definedsilenceinthreeforms:
Psycholinguisticsilence;
InteractivesilenceandSocio-culturalsilence.Consideringthehumancommunicationfunctions,everytypehasitsparticulardefinition.
Asthispaperaimstostudystudents’silenceinEFLclassroom,thedefinitionoftheinteractivesilenceswillbethecorepart.Interactivesilenceisthepausalinterruptionindialogue,conversation,discussion,debate,etc.Theycanberelatedtoaffective,interpersonalrelationshipsbetweenpeopleaswellastotheexchangeofinformationand/orproblemsolving(Bruneau1973:
29).
1.2Thecharacteristicsofsilence
Iftheambiguousaspectsofsilencemaybeconcludedclearly,furtherstudiesinthisareacanbemademoresmoothly.Inhigh-contextculture,silenceusuallyindicatespositivemeaning,anditisaspecialwaytocommunicate.However,inlow-contextculture,silenceisnegativeforthemostpart,anditisconsideredasalackofcommunication.Jensen(1973:
120-124)notesfivedifferentfunctionsperformedbysilence.Theyareaffecting,revelation,linkage,activatingandjudgmental.Basically,silencecanbedividedintotwoparts:
positivesilenceandnegativesilence.
1.2.1Positivesilence
Silencecanaffectpeople.Insomeembarrassingsituation,silenceofferpeoplesometimeforreflectionandbuffering.Nonverballanguagecanexpressthedeepestfearsandmostintensejoys.Silencecanbeunderstoodasrespect,acceptanceorkindnessinchurchorlibrary.Tosumup,silence,tosomedegrees,isthelanguageofthosestrongpassions:
love,anger,surpriseorfear.Silenceisacommonstrategytomanagetensesituations,especiallyforhighlyemotionalpeople,whotrytoavoidusingsomeimproperwordsorexposingtheirignorance.
Silencehasrevelationfunction.Itmayimpartsomeinformationwhilepreventingthedisclosureofother(Jensen1973:
120).Wecanfindclearimplicationinsomesituations.Forexample,silencecanworkastheconveyorofmessageinclass,whenstudentsthinkabouttheanswerstoquestions,theteacheroftenchoosetobesilent.Althoughtheoveralllanguageenvironmentissilent,students’mindskeepgoingon.Wecancallitrevelationsilenceinthiscase.
Insomecases,akindofsilenceiscalled“linkagesilence”.Inthesocialculture,silencecanactasabondamongpeople.Thiskindofsilenceispositiveasisusedtomaintainsocialspaceorpreventinterruption.Suchasthesituationthattwostrangersinelevatorsorcrowdedbusesusuallykeepsilent.Thiscouldalsohappenamongintimatefriends.Theykeepsilentbecausetheyunderstandeachothersowellandthereisnoneedputtingthoughtsintowords.
Silencecanleadtoanassumptionofassentandagreementwithwhathasbeensaid.Theoldsayings“silenceisconsent”expressessuchmeaning.Tosomedegrees,silencecangiveussomehintsfrompeoples’responseandhelpusmakeourjudgment.
1.2.2Negativesilence
Silencecanrepresentsomenegativefeelings,suchashostility,defiance,coldness,scorn,orevenhate.
Silencecanrepresentdishonestyandlying.Weallknowatcourt,thejuryandlawyer’sinterpretationofthehesitantwitnessisoftennegativeiftheykeepsilent.
Silencecancommunicateanattitudeofthoughtfulnessandconsiderationoranabsenceofthoughtoropinion(Jensen1973:
123).SilencehasanactivatingfunctioninEFLclassroom.Intraditionalteachingpat
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- 关 键 词:
- 英语课堂 沉默 现象 研究
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