The Study Of Non-individual Factors In The Silence Phenomenon In Teaching Chinese As A Foreign Language

Teaching Chinese as a foreign language(TCFL) is basicly a teaching of language which would never get rid of the talking-problem. When we review the present situation of TCFL classes,those that are excellent always keep their excellence, however, those are supposed to improve still stay in their less-than-ideal status. Classroom silence which hinders the interaction between teachers and students, exhausts the passion of teachers and limits the quality of students’ learning has become a tough problem in TCFL class. But the previous study on Classroom silence led teachers’ attention to cultural difference, individual difference and took students as those who born to be silent which hardly do anything to solve this problem. Now we need a new point of view. This thesis will comprehensively discuss the classroom silence through video and interview analyzing as well as the class observing of international students and their teachers. We will mainly focus on following items: the groupment of classroom silence, the factors of teaching methodology, teachers’ behaviors, classroom environment, and also the enlightenment on teaching practice that all come from the results of this thesis.To prepare for a further discussion, the introduction will cover four conceptual distinctions, two class observation forms, three hypotheses and three communication theories.The second chapter focuses on the groupment of classroom silence. We take the gender and cultural differences between East and West as a foothold to discuss the complicated groupment within classes. Students in the class will compose distinct groups striving for the discourse right in the class. Those groups which holding the right can be called the Dominated Group, parallelly the other side is the silent Muted Group. What really make the Muted Group lost their voice in the class are the distinct values and social experiences from the Dominated Group. The groupment of classroom silence is different from it’s individuality which can be known well or improved by teacher. This thesis always holds that groupment of students’ classroom silence exists in every class. Only when we hold the characters of groupment, can we play a role of equilibrium and regulating between groups. Thus the situation of classroom silence can be improved.The third chapter mainly talks about how do teaching methodologies impact on classroom silence. The influence is not that sharp, since it also depends on a teacher’s choice and proficiency. Teaching methodologies usually make difference to the silent types and the teaching link which silence would happen.The next chapter emphasizes on elements of teacher’s behaviors and class environment. We will discuss whether there are some silent zone in the class and whether teachers’ attention will make any difference to it.Last part will give some teaching suggestions based on the thesis. And make a summary of the whole thesis from the results, innovation and shortcoming.