An Empirical Study Of English Language Classroom Silence Of Higher Vocational College Students

Classroom communication plays a vital role in English language learning.Communicative Language Teaching(CLT)emphasizes interaction as both the means and the ultimate goal of learning a language.However,the phenomenon of students’ silence in English classrooms in higher vocational colleges is very common,which has become a key problem restricting learners’ foreign language performance.The purpose of this research is to analyze the status quo and main factors influencing English classroom silence in higher vocational colleges.This research takes 83 students in a higher vocational college in Tianjin as the research subjects,and adopts the questionnaire,interview,and classroom observation as research instruments.Data are analyzed by SPSS 25.0.Through research and data analysis,it is found that classroom silence does exist commonly,and there are many factors that influence its existence,such as teachers’ factors,environmental factors,psychological factors,traditional factors and learning motivation factors.In addition,there is a significant negative correlation between students’ academic performance and classroom silence,and a negative correlation between learning motivation and classroom silence.Suggestions are also put forward for both students and teachers.