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Abstract：This paper aims to analysis causes of Chinese students’ silent-keeping as cultural interference, defects of traditional teaching and learning method, and issues involved implications for ESL (English as a Second Language) teaching in hope to improve the proficiency of English teaching in China.
Key words：silent-keeping Humanistic Approach Communicative Approach
I. Introduction
The students’ performance in ESL class reveals some information about students’ cultural background, motivation, expectation, learning strategy in English learning as well as the teaching method the ESL teachers applied. The Chinese students’ silent keeping In English class is a complex and worthwhile problem deserves our exploration.
II. The silent-keeping phenomena identification
Why aren’t they willing to answer my questions?
Which always disturbs me a lot. Helgesen
Key words：silent-keeping Humanistic Approach Communicative Approach
I. Introduction
The students’ performance in ESL class reveals some information about students’ cultural background, motivation, expectation, learning strategy in English learning as well as the teaching method the ESL teachers applied. The Chinese students’ silent keeping In English class is a complex and worthwhile problem deserves our exploration.
II. The silent-keeping phenomena identification
Why aren’t they willing to answer my questions?
Which always disturbs me a lot. Helgesen