English Classroom Silence Reasons Explored

Classroom Silence refers to a special phenomenon of the students who were sitting in theclassroom, no talking with other students, no communication with teacher and keep silence to allthe questions the teacher asked. Many teachers and researchers simply believe that thisphenomenon is mainly caused by Chinese traditional culture background and learners’ inherentdisposition, which is indeed hard to change. So they mostly adopted traditional, one-way as wellas lecture-mode teaching methods in teaching practice. However, the opportunity of internationalculture communication and business treading was increasing day by day. The need for Englishproficiency and high comprehensive capability talents is imperative in the society and treadingmarket. Therefore, in order to meet the requirements, it is necessary for teacher toreconsideration of Chinese students’ reticence in English classroom. To change of thephenomenon of silence, teachers have to think too much means and methods by adopt somefresh ideas and theories. The first thing for teacher to do is making a full understanding on thevarious reasons why Chinese students perform silence phenomenon. It has been proved by manyresearches of special causes behind this phenomenon. Foreign learners are mainly focus on theChinese traditional culture background and students’ inner psychological problems, whereasChinese learners are mainly concentrate on describe this phenomenon and make plans to solvethis problems found in primary school, middle school, high school and colleges English majoras well as non-English major students. There is no doubt that these researches had made muchcontribution on the phenomenon of classroom silence. However, only a few researches focus onthe silence English classroom of oil adult workers trainees and empirical research is rare. Thisthesis manages to find out the main causes why adult oil worker trainees kept silence in theclassroom by empirical experiments research.Through the means of questionnaires, classroom observation, one to one teacher-studentinterviews, the author had earned lots of useful information. After finding out the main causes,the author makes out a detailed experiment to practice and correct these problems. The wholeexperiment last for a semester (three months). By comparing the final passing exam results withtwo classes (one is experiment group and the other is contrast group), the effect is very obvious.It is concretely performed that students’ study habits formed better, silence phenomenondecreased as well as the final writing passing rate increased. The results indicate that causes ofthe classroom silence are clear and new methods are feasible and effective in changing classroomsilence phenomenon.