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1、<p>　　江 西 理 工 大 學 南 昌 校 區(qū)</p><p>　　畢 業(yè) 設 計（論文）</p><p>　　中國大學生英語口語課堂沉默現(xiàn)象的解析</p><p>　　An Analysis of Chinese College Students’ Silence in Oral English Classes</p><p>

2、;　　系 別：文理系</p><p>　　專 業(yè)：商務英語</p><p>　　班 級：09級二班</p><p><b>　　學 生：溫馨</b></p><p>　　學 號：09361225</p><p>　　指導教師：吳素瓊 職稱：講師&l

3、t;/p><p><b>　　畢業(yè)論文獨創(chuàng)性聲明</b></p><p>　　本人聲明所呈交的畢業(yè)論文是本人在導師指導下進行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得 江西理工大學或其他教育機構(gòu)的畢業(yè)證書而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻均已在論文中作了明確的

4、說明并表示謝意。</p><p>　　論文作者簽名（手寫）： 簽字日期：</p><p><b>　　Contents</b></p><p><b>　　Abstract</b></p><p>　　I. Introduction1 </p>

5、<p>　　1.1 Background Information1</p><p>　　1.2 Research Objectives and Significance1 </p><p>　　II. Definition of Silence in Class2 </p><p>　　2.1 Classification of Silence in

6、 Class3 </p><p>　　2.2 Research Review3 </p><p>　　III. Results and Discussions4</p><p>　　3.1 Silence Caused by Chinese Culture and Tradition4 </p><p>　　3.1.1 Results

7、 and Cases4</p><p>　　3.1.2 Analysis of Silence from cultural Perspective5 </p><p>　　3.2 Silence Caused by Personality and Gender6 </p><p>　　3.2.1 Results and Cases6</p>&

8、lt;p>　　3.2.2 Analysis of Silence from Personal Perspective6</p><p>　　3.3 Silence Caused by Environment7</p><p>　　3.3.1 Results and Cases7 </p><p>　　3.3.2 Analysis of Silence f

9、rom Environment Perspective8 </p><p>　　IV. Conclusion9</p><p>　　Bibliography</p><p>　　Acknowledgements</p><p><b>　　目 錄</b></p><p><b>　

10、　摘要</b></p><p>　　第一章 引言.......................................................1</p><p>　　1.1 背景資料...................................................1</p><p>　　1.2 研究的目的和意義....

11、.......................................1</p><p>　　第二章 課堂沉默的定義...........................................2</p><p>　　2.1課堂沉默的分類..............................................3</p><p>　

12、　2.2研究述評....................................................3</p><p>　　第三章 結(jié)果與討論................................................4</p><p>　　3.1中國文化和傳統(tǒng)導致的沉默....................................4<

13、;/p><p>　　3.1.1結(jié)果與案例...............................................4</p><p>　　3.1.2從文化角度分析沉默........................................5</p><p>　　3.2人格和性別導致的沉默............................

14、............6</p><p>　　3.2.1結(jié)果與案例...............................................6</p><p>　　3.2.2 從個人角度分析沉默.......................................6</p><p>　　3.3 環(huán)境導致的沉默..............

15、...............................7</p><p>　　3.3.1結(jié)果與案例...............................................7</p><p>　　3.3.2從環(huán)境角度分析沉默........................................8</p><p>　　第四章 結(jié)束

16、語.....................................................9</p><p><b>　　參考文獻</b></p><p><b>　　致謝</b></p><p><b>　　Abstract</b></p><p>　　In

17、 recent years, it has been a common phenomenon for Chinese college students to keep silent in oral English classes. However, keep silent in oral English class could be induced a negative effect to the Chinese students’ a

18、bility of spoken English. According to this phenomenon, many home and abroad researchers have devoted to the reasons causing Chinese students’ silence and passivity in foreign language classes especially in general Engli

19、sh classes, but few attempts have been made to explore the</p><p>　　What factors lead to students’ silence in oral English classes? What techniques or methods can be adopted by college oral English teachers

20、to enhance students’ class participation? The present thesis, focusing its attention on these two questions, strives to explore the factors resulting in Chinese college students’ silence in oral English classes and to ex

21、amine the importance of the factors by employing the theories of sociolinguistics, psycholinguistics, psychology and pedagogy and scientific </p><p>　　It is discovered that a complex mix of Chinese tradition

22、s and cultures, students’ characters, language proficiency, classroom environment and teachers’ way of questioning in class play significant roles in determining the level of students’ class participation, or rather, the

23、y are the causes resulting in students’ silence in oral English classes. In light of these findings, some implications and suggestions in terms of oral English enhancement are proposed for college oral English. These sug

24、gest</p><p>　　Key words: Silence； Oral English； Causes； suggestions.</p><p><b>　　摘 要</b></p><p>　　近年來，中國大學生在英語口語課堂中的沉默是一個較為普遍的現(xiàn)象。而英語口語課堂的沉默會使學生的口語水平停滯不前，甚至倒退。針對這一情況，中西方

25、學者進行了大量的理論與實證性研究，但并沒有深入了解學生群眾的觀點和看法。</p><p>　　是什么原因?qū)е轮袊髮W生在口語課堂保持沉默？而大學英語老師又能采取什么樣的策略來提高學生參與課堂的積極性？本論文從這兩個問題出發(fā)，運用社會語言學，心理語言學，心理學及教育學理論，結(jié)合科學的研究方法與前人的研究，圍繞這兩個問題展開了討論。本論文吸取了前人理論研究與實證調(diào)查中得到普遍認可的思想，通過與同學們訪談，討論來進行分

26、析，力求從大學生的角度來尋找導致中國大學生在英語口語課堂上保持沉默的原因。</p><p>　　研究發(fā)現(xiàn)：社會習俗與文化傳統(tǒng)，學生的個人性格特點以及課堂環(huán)境與氛圍在據(jù)頂學生參與英語口語課堂活動的程度上都起著重要作用，也可以說是導致學生保持沉默的主要原因?；诒敬窝芯康陌l(fā)現(xiàn),結(jié)合前人的研究基礎,本論文提出了一些實際的、具體的策略和建議,如:營造課堂良好氛圍、與學生建立良好的師生關(guān)系、豐富課堂內(nèi)容等。這些教學建議能夠

27、有效提高中國大學生英語口語課堂的參與力度,減少大學生在英語口語課堂的沉默現(xiàn)象,從而改進英語口語教學。</p><p>　　關(guān)鍵詞：沉默； 英語口語； 原因； 建議。</p><p>　　I. Introduction</p><p>　　1.1 Background Information </p><p>　　From the beginn

28、ing of twenty-first century, the reform of teaching and learning in college English class has been brought forward and become popular in the education. In the past, the way that teachers speak on platform and students li

29、sten and take notes in the class has found to be inappropriate for college English teaching. The traditional teaching methods neglect helping the students to perceive the ability of speaking English. Change is necessaril

30、y needed in the English teaching method. In a</p><p>　　Chinese students are found reluctant in class, especially in oral English classes. (Liu, 2000) In this research paper, many problems in oral English cla

31、sses are presented. College students are passive to participate in classroom activities: they are not willing to answer the questions even though they know the answers to the questions; they do not ask teachers when they

32、 do not understand; they usually do not make a sound in class but to listen to the teachers; they would rather keep silent in cl</p><p>　　1.2 Research Objectives and Significance</p><p>　　With a

33、ll kinds of college students as research subjects, the objectives of this research are to find out and analyze the causes of student’s silence in oral English class. In this way, teachers will get to know how to communic

34、ate with their students and help them willing to speak in class. Hopefully, this will help the students to improve their English speaking proficiency.</p><p>　　Another purpose of this research is to help the

35、 students to find their ideal job after them graduation. In contemporary society, the purpose of many students to study in college is to get their ideal job easily. While most of the companies require new staff to have h

36、igh English level especially global corporation and foreign-funded enterprises, even have their interviews in English. In this round, interviewers could get some information from the interviews, like English level, Engli

37、sh speaking a</p><p>　　College is a place to train students and help them to perceive abilities, while English ability is seen as one of the most important ability for college students, thus students’ Englis

38、h ability improvements means a lot to college education. Therefore it is urgent and necessary to conduct such kinds of research in this area. </p><p>　　II. Definition of Silence in Class</p><p>

39、　　Silence is a very vital way of communication which is easy to see in our daily life. Saying nothing or making no sound sometimes could mean a lot and has a pragmatic function. Silence is nonverbal communication between

40、 people in a social group. Teaching in class is a process of communication between teachers and students. Thus, silence in class is also a common phenomenon. The silence or the failure of communication in class is almost

41、 caused by the students. The most common situations are like f</p><p>　　According to Liu xiangqian(2005)， silence is defined as a collection of obstacles of communication in class. Teaching is a process of p

42、assing information from teacher to students. When the teacher gives clear information and students could communicate with the teacher well, the class goes smoothly; if the students feel confused about the information fro

43、m the teachers, there would be a long time silent for the students to think and understanding the exact meaning from the teacher. When silence ap</p><p>　　2.1 Classification of Silence in Class</p>&l

44、t;p>　　Silence, as a complex phenomenon, could be classified into different types from different angles. In class, when the teachers give questions, the students are supposed to answer the questions in a second. If the

45、 student do not answer the question immediately that is not because they are trying to think about the question but because the can not get the exact meaning of the question or they get interrupted by the environment. Wh

46、en the teachers give their questions, the student do not answer the q</p><p>　　Bruneau (1973) speaks three form of silence: psychological, interactive and socio-cultural. He defines the differences between t

47、he three terms of the perception of time. Psychological silence is very short. It is illustrated by hesitation in a conversation or by a deliberate slowing down in order to aid the addressee to understand what has just b

48、een said. Other instances self-corrections and stuttering, Interactive silence is longer than psychological silence, and is related to interpersonal rel</p><p>　　2.2 Research Review</p><p>　　As

49、a lot topic in the area of education, silence in class has received high attention from researchers and educationalists that mainly focus on the causes of silence in oral English classes. in recent year, numerous Chinese

50、 researchers pay attention to silence in class and its causes from perspectives of Chinese culture, the magisterial role of teachers in class, the characteristics of students, and the lack of proficiency of speaking Engl

51、ish .Li Jaimei (2003) brings forward the main causes that</p><p>　　There are also a lot of foreign educators to find silence in oral English classes interesting, and they make an effort on this way. Jackson

52、(2002) found silence in this business English class is related to educational background, society and culture, and emotional factors. He tends to think that silence in English classes is a negative behavior which is bad

53、for language learning. Petress (2001) considers that silence in class implies some negative information, including the students are not inte</p><p>　　III. Results and Discussions</p><p>　　3.1 Si

54、lence Caused by Chinese Culture and Tradition </p><p>　　The social cultural factor has been proved by previous studies to be very influential to students’ silence. It could influence every social individual

55、in terms of thinking, views of value and behavior. Liu and Zhong (2005) put it that the cultural factor has a fundamental impact on silence. In china, silence is regarded as a veiled communication while in the US. It is

56、taken as an inactive and negative behavior.</p><p>　　3.1.1 Results and Cases </p><p>　　According to the talking with students, they are talking something about their feelings.</p><p&g

57、t;　　Student Zhang is a sophomore English major. In oral English classes, she often keeps silent and it seems that she is thinking. When asked the causes she did this, she gave her own explanation as the following: From p

58、rimary school, Chinese students have required to listen carefully in the class. It is only after the teacher has asked her particularly to answer can she stand up and answer the questions. Questions from the students are

59、 only supposed to ask after class. This tradition is formed in t</p><p>　　3.1.2 Analysis of Silence from cultural Perspective</p><p>　　Culture, defined by Hofstede as“the collective programming

60、of the mind which distinguishes the member of one human group for another” (Hofstede 1980) , has great impact on every social activity. Chinese college students’ silence in oral English classes, as an activity in society

61、, is also deeply affected by Chinese traditional culture. China is a country of etiquette and education career has long been paid great attention to. As the Chinese old saying goes, “silence is gold” . We have been abidi

62、n</p><p>　　In China, “face”concept is also an influential factor to human social activity.“Face”has to do with the credibility or image of a person. People will lose face if they are embarrassed, insulted, d

63、emeaned or yelled at by others. The Chinese people are traditionally very facing—sensitive. In order to maintain their most sacred face, they pay special attention to face- work. “Face”shows up in the many ways and reall

64、y begins early in life. Chinese children learn it as they are growing up. As the chi</p><p>　　3.2 Silence Caused by Personality and Gender</p><p>　　The interview with individual students shows a

65、 relationship between students’ personality and performance in oral English class. Individual differences play an important role in students’ silence.</p><p>　　3.2.1 Results and Cases </p><p>　　

66、Based on the basis of interview with individual students, it is obtain that students do not want to be focus of the public and they are not willing to speak in public. During the interview, it could be seen that student

67、Liao was not a very communicative girl. She was shy. She spoke slowly, trying not to make any grammatical mistakes, but her pronunciation was very good. She owed her lack of oral English ability to her introverted person

68、ality. Whenever the teacher asked questions in class, she ju</p><p>　　From the talking, it is easy to know that males are more eager to keep silent in oral English class, and females are more active in oral

69、English class compared to males’ students.</p><p>　　3.2.2 Analysis of Silence from Personal Perspective</p><p>　　Personality includes those aspects of an individual’s behavior, attitudes, belief

70、s, thoughts, actions and feelings which are seen as typical and distinctive of that person and recognized as such by that person and others (Rechards et al, 2000). Personality is composed of personality traits, like risk

71、-taking, tolerance, inhibition, self-esteem, sensitivity to rejection, tolerance of ambiguity, extroversion/ introversion etc. . . . It is true that these personality traits are correlated. Some rese</p><p>

72、　　Learners of different personality types use diverse learning strategies and have various learning preference, which has a direct influence to students’ behavior in oral English classes. During the class observation, it

73、 is easy to see that gender difference in oral English class is not obvious. Sociological factors also have a great influence on gender differences. Through gender socialization, different behaviors and attitudes are enc

74、ouraged and discouraged in men and women. Socialization proces</p><p>　　Females are reflective, and boys are impulsive (Zhou Juhong, 2007). Girls in oral English classes tend to think before they answer ques

75、tions, so they need more time for reflection. In contrast, boys prefer to answer quickly, which avoid silence. Because of the personality and gender factors, it is hard to tell the contrast between the extrovert and intr

76、overt, or males and females.</p><p>　　3.3 Silence Caused by Environment </p><p>　　Learning environment is an important part in the process of learning. Good learning environment brings negative

77、effect. Making good use of the environment is advantageous to students’ oral English learning.</p><p>　　3.3.1 Results and Cases </p><p>　　From talking with student, it is plain to know that the

78、attitudes and behaviors of other students in class make them feel pressured and they would not like to answer question in oral English classes. Classmates are essential composing elements of classroom environment in oral

79、 English classes. If students could not deal with this element, these students’ performance in oral English class would not develop in a short time. Besides, some English teachers only pay special attention to those“good

80、 stu</p><p>　　The interview exposes different ideas and views. Student Liu is an introvert student, who cares a lot about the environment. When classmates have some particular responses to the answer she giv

81、es, she would feel it is really hard to open his mouth again. “After several times of being laughed at, I do not like speak again. Because I was afraid if I make some errors, my classmates will laugh at me again. Not ans

82、wering, no one laughs at me. It is fine with me.” Student Xu told me his experience, “I</p><p>　　3.3.2 Analysis of Silence from Environment Perspective</p><p>　　Classroom atmosphere is of crucia

83、l importance to students’ academic achievements and even their growth later on, and that mutual acceptance of the teacher and students determines the willingness and enthusiasm to participate in classroom activities. So

84、it is reasonable to think that the classroom atmosphere a teacher cultivates greatly influences the motivation and attitudes of he learners. Arnold (2000) states that in a typical language classroom, learners are often a

85、sked to perform in a state </p><p>　　IV. Conclusion</p><p>　　Based on the above analysis, the findings of the causes of college students’ silence fall into three aspects. First, Chinese traditio

86、ns and culture shape the notion of Chinese students. A great number of students think being silent is polite and interrupting in class is impolite. They also think that wrong answer make them lose face, which is unaccept

87、able in Chinese traditional culture. Second, characteristics and personalities have great influence on students’ behavior in oral English classes. </p><p>　　The results of the study show that students with d

88、ifferent levels of keeping silence in oral English classes do show varied preferences for these teaching suggestions: Firstly, establishing a harmonious classroom atmosphere. Teachers should make their students feel rela

89、xed in the classroom, so that students would perform naturally during the class. Secondly, building a sound rapport with students. A sound rapport between teachers and students could increase the willingness of students’

90、 participa</p><p>　　Bibliography</p><p>　　[1] Arnold, J. (2000). Affect in language learning. Beijing: Foreign Language Teaching and Research Press</p><p>　　[2] Bruneau, T. (1973).

91、Communicative silences: forms and functions. Journal of Communication (23), pp. 17-46</p><p>　　[3] Jackson. (2002). Reticence in second language case discussions: Anxiety and Aspirations [J]. System 30, 65-8

92、4</p><p>　　[4] Liu, J. (2000). Understanding Asian students’ oral participation modes in American classroom. Journal of Asian pacific communication10 (1), pp.155-189</p><p>　　[5] Petress, K, (20

93、01). The ethics of classroom silence. Journal of Instructional Psychology, pp. 2-3</p><p>　　[6] Richards, J.C. (2000). Longman dictionary of language teaching & applied linguistics. Beijing: Foreign Lang

94、uage Teaching and Research Press</p><p>　　[7] 馮秀紅.《英語課學生沉默原因分析》.載《江蘇經(jīng)貿(mào)職業(yè)技術(shù)學院學報》,2003,第2期，83--85</p><p>　　[8] 劉向前.《論課堂沉默》（碩士學位論文）,曲阜師范大學.2005.</p><p>　　[9] 劉駿，鐘堅.《留美中國學生的課堂沉默現(xiàn)象探析》，載《

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96、《性別、文化、性格及觀念對學習風格的影響》,西安電子科技大學.2007.</p><p>　　Acknowledgements </p><p>　　My deepest gratitude goes first and foremost to Teacher Wu, my supervisor, for her constant encouragement and guidance.

97、She has walked me through all the stages of the writing of this thesis. Without her consistent and illuminating instruction, this thesis could not have reached its present form. </p><p>　　Second, I owe my si

98、ncere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis.</p><p>　　Last my thank