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【Abstract】This paper analyzes the reasons that resulted in silence phenomena in college English classroom teaching，and gives some feasible suggestions to break the classroom silence in English classroom teaching.
【Key words】College English; classroom teaching; silence phenomena
With the developments of politic, economic, military, and culture exchange, English language has become more and more important. Our country needs more and more talents good command of English. But the silence phenomena of students emerged in the college English classroom teaching, which affects the quality of teaching and the cultivation of talents. This paper analyzes the reasons that resulted in silence phenomena in English classroom teaching and puts forward feasible suggestions to break the classroom silence.
1. Introduction
According to the college English curriculum reform requirements, the English teachers should change the single “speech” teaching mode into a new cooperative teaching mode. This new teaching method needs the students’ active participation and interaction between teachers and students. The main form of the students’ participation activities in the English classroom teaching activities is to answer the teacher’s questions. But nowadays most teachers find it difficult to let the students to express their own ideas freely in English teaching class, most students usually keep silent. The English class are being too quiet and silent.
2. The Reasons Why Silence Phenomenon Arises
As an English educators, we should study why silence phenomenon arises? We find that different students have different opinions about the silence through the questionnaire survey and interview, and the same as the teachers. The main reasons as follow:
2.1 For Students
There are many reasons that made students keep silent in English classroom teaching, such as being afraid of making mistakes and not wanting to lose their face, some students usually choose to keep silent in classroom; the fact that college students have different English levels is ignored by educators; due to the pressure from CET4 or CET6 and future work, some students’ learning of English have a tendency to do more exercises rather than communicate with teachers; some students extremely afraid of learning English, their behaviors show that they have no interest in learning; some think that university is a paradise, where they don’t need to care about the score, they spend much time on the internet or other things except study; some students with “introverted” character are always shy to give their own ideas, and afraid to answer teachers’ questions; some students don’t want to speak because of lack of confidence, therefore, they’d rather choose keep silent. 2.2 For teachers
Teachers’ questioning techniques is a factor resulted in classroom silence phenomena. Sometimes teachers’ questions were too difficult for student’s to answer, so they only keep silent; Sometimes the teachers’ questions are too simple and not worth to answering; Sometimes the teacher did not give students enough time to prepare questions, etc. When the teacher found the students keep silent and no one answer the question, the teacher would tell the answer directly, which make some students form a pattern thinking the teacher will tell the answer finally. It is unnecessary for them to answer the questions.
3. The Suggestions to Break Students’ Silence
As an English educators, we should make some research on how to avoid the appearance of silence phenomena in the college English classroom teaching?
3.1 To Remember Every Student’s Name and Chatting or talking with students
Since teachers are the provider of information, the organizers of the classroom, the mentor, controllers and assessors, teachers and students are indispensible parts in the class, and they should form a “teaching community” in order to cope with each other. There is a good way to establish a good relationship between teacher and students, which means that the teacher need to remember every students’ name. To remember every students’ name can shorten the distance between teacher and student. In this way, students will fell they get equal attention from teacher and the teacher’s interactive requirements will be more responsive to nature. Students and teachers can break silence by chatting and talking, and the teacher can communicate with students in the form of answering questions. After class the teacher can also use phone and QQ chat to communicate with students, to understand students’ needs, to shorten the distance between teachers and students of the psychological. The teachers should treat every student with patience, sincere and equality.
3.2 To Encourage Students to Express Their Ideas Bravely and Freely
The teacher should give much more encouragements to students, which would make students express their ideas bravely. When giving questions in class, teachers should give the students enough time to think about and discuss with their classmates, by creating a harmonious atmosphere to arouse the students’ imagination and desire. The teacher should have enough patience to listen to the opinions of the students. 3.3 To Create a Relaxed Learning Environment and Stimulate Students’ Interests
It is important to create a friendly, relaxed and effective learning environment atmosphere for students to express their ideas bravely and freely. The student-centered class should have many activities, which can encourage students to solve their own problems on their own or in pairs or groups. If there is a trusting, positive and supportive connection between students and teacher, then there is a much more chance of effective interaction. In short, the good relationship between the students and the teacher can create a free environment for motivated learning. Teacher has to pay much attention on how to respond to students, especially when giving feedback and correction.
Teachers should combine the English teaching content with the western countries’ politic, culture, local conditions and customs, which can cultivate the students’ cross-cultural consciousness, meet the curiosity of students in English learning and psychological desire. At the same time it can create an active classroom atmosphere, and stimulate the students’ interests in learning English. Having the interest, the students are willing to participate in classroom interaction, the class silence can be broken.
3.4 To Adopt a Task-Based Language Teaching
It is a good way for teacher to adopt a task-based language teaching. It can promote classroom interaction in English teaching. Task-based teaching changed the teacher-centered class into student-centered class. Task-based teaching can improve the effect of classroom interaction through group work and other activities. It can make students focus on the complete act of communication. If well organized, these activities can increase the amount of the students’ participation and reduce the students’ anxiety and then created a relaxed and supportive environment for students to learn.
4.Conclusion
On the whole, interactive teaching principle should be used to improve teachers’ teaching and to promote students to actively participate in classroom teaching. Thus, the classroom silence can be broken in English teaching.
参考文献：
[1]柯进.大学缘何患上课堂沉默症[N].中国改革报,22007:79-86.
[2]龚志敏.对大学英语课堂沉默现象的研究[J].宿州教育学院学报,2002:13-17.
[3]李杰群.非语言交际概论[M].北京:北京大学出版社,2002.
[4]滕明兰.大学生课堂沉默的教师因素[J].黑龙江高教研究,2009:57.
[5]张慧琴.大学英语课堂沉默现象探究[J].中国外语,2009:6.
【基金项目】外语教学与研究出版社外语教学科研项目“彝英双语教学法理论探索与实践研究”(编号xccwy1501)。
作者简介：杨六兰(1973.03-)，女，西昌学院外国语学院，副教授，主要从事外国语言文学研究和英语教育教学研究。
【Key words】College English; classroom teaching; silence phenomena
With the developments of politic, economic, military, and culture exchange, English language has become more and more important. Our country needs more and more talents good command of English. But the silence phenomena of students emerged in the college English classroom teaching, which affects the quality of teaching and the cultivation of talents. This paper analyzes the reasons that resulted in silence phenomena in English classroom teaching and puts forward feasible suggestions to break the classroom silence.
1. Introduction
According to the college English curriculum reform requirements, the English teachers should change the single “speech” teaching mode into a new cooperative teaching mode. This new teaching method needs the students’ active participation and interaction between teachers and students. The main form of the students’ participation activities in the English classroom teaching activities is to answer the teacher’s questions. But nowadays most teachers find it difficult to let the students to express their own ideas freely in English teaching class, most students usually keep silent. The English class are being too quiet and silent.
2. The Reasons Why Silence Phenomenon Arises
As an English educators, we should study why silence phenomenon arises? We find that different students have different opinions about the silence through the questionnaire survey and interview, and the same as the teachers. The main reasons as follow:
2.1 For Students
There are many reasons that made students keep silent in English classroom teaching, such as being afraid of making mistakes and not wanting to lose their face, some students usually choose to keep silent in classroom; the fact that college students have different English levels is ignored by educators; due to the pressure from CET4 or CET6 and future work, some students’ learning of English have a tendency to do more exercises rather than communicate with teachers; some students extremely afraid of learning English, their behaviors show that they have no interest in learning; some think that university is a paradise, where they don’t need to care about the score, they spend much time on the internet or other things except study; some students with “introverted” character are always shy to give their own ideas, and afraid to answer teachers’ questions; some students don’t want to speak because of lack of confidence, therefore, they’d rather choose keep silent. 2.2 For teachers
Teachers’ questioning techniques is a factor resulted in classroom silence phenomena. Sometimes teachers’ questions were too difficult for student’s to answer, so they only keep silent; Sometimes the teachers’ questions are too simple and not worth to answering; Sometimes the teacher did not give students enough time to prepare questions, etc. When the teacher found the students keep silent and no one answer the question, the teacher would tell the answer directly, which make some students form a pattern thinking the teacher will tell the answer finally. It is unnecessary for them to answer the questions.
3. The Suggestions to Break Students’ Silence
As an English educators, we should make some research on how to avoid the appearance of silence phenomena in the college English classroom teaching?
3.1 To Remember Every Student’s Name and Chatting or talking with students
Since teachers are the provider of information, the organizers of the classroom, the mentor, controllers and assessors, teachers and students are indispensible parts in the class, and they should form a “teaching community” in order to cope with each other. There is a good way to establish a good relationship between teacher and students, which means that the teacher need to remember every students’ name. To remember every students’ name can shorten the distance between teacher and student. In this way, students will fell they get equal attention from teacher and the teacher’s interactive requirements will be more responsive to nature. Students and teachers can break silence by chatting and talking, and the teacher can communicate with students in the form of answering questions. After class the teacher can also use phone and QQ chat to communicate with students, to understand students’ needs, to shorten the distance between teachers and students of the psychological. The teachers should treat every student with patience, sincere and equality.
3.2 To Encourage Students to Express Their Ideas Bravely and Freely
The teacher should give much more encouragements to students, which would make students express their ideas bravely. When giving questions in class, teachers should give the students enough time to think about and discuss with their classmates, by creating a harmonious atmosphere to arouse the students’ imagination and desire. The teacher should have enough patience to listen to the opinions of the students. 3.3 To Create a Relaxed Learning Environment and Stimulate Students’ Interests
It is important to create a friendly, relaxed and effective learning environment atmosphere for students to express their ideas bravely and freely. The student-centered class should have many activities, which can encourage students to solve their own problems on their own or in pairs or groups. If there is a trusting, positive and supportive connection between students and teacher, then there is a much more chance of effective interaction. In short, the good relationship between the students and the teacher can create a free environment for motivated learning. Teacher has to pay much attention on how to respond to students, especially when giving feedback and correction.
Teachers should combine the English teaching content with the western countries’ politic, culture, local conditions and customs, which can cultivate the students’ cross-cultural consciousness, meet the curiosity of students in English learning and psychological desire. At the same time it can create an active classroom atmosphere, and stimulate the students’ interests in learning English. Having the interest, the students are willing to participate in classroom interaction, the class silence can be broken.
3.4 To Adopt a Task-Based Language Teaching
It is a good way for teacher to adopt a task-based language teaching. It can promote classroom interaction in English teaching. Task-based teaching changed the teacher-centered class into student-centered class. Task-based teaching can improve the effect of classroom interaction through group work and other activities. It can make students focus on the complete act of communication. If well organized, these activities can increase the amount of the students’ participation and reduce the students’ anxiety and then created a relaxed and supportive environment for students to learn.
4.Conclusion
On the whole, interactive teaching principle should be used to improve teachers’ teaching and to promote students to actively participate in classroom teaching. Thus, the classroom silence can be broken in English teaching.
参考文献：
[1]柯进.大学缘何患上课堂沉默症[N].中国改革报,22007:79-86.
[2]龚志敏.对大学英语课堂沉默现象的研究[J].宿州教育学院学报,2002:13-17.
[3]李杰群.非语言交际概论[M].北京:北京大学出版社,2002.
[4]滕明兰.大学生课堂沉默的教师因素[J].黑龙江高教研究,2009:57.
[5]张慧琴.大学英语课堂沉默现象探究[J].中国外语,2009:6.
【基金项目】外语教学与研究出版社外语教学科研项目“彝英双语教学法理论探索与实践研究”(编号xccwy1501)。
作者简介：杨六兰(1973.03-)，女，西昌学院外国语学院，副教授，主要从事外国语言文学研究和英语教育教学研究。