A Research On Senior High School Students’ Reticence In English Reading Class

Students’ classroom reticence has an important impact on teaching effectiveness and has attracted more and more attention in recent years. Classroom reticence can be classified into two different types, which are positive and negative classroom reticence. Negative classroom reticence will not only prevent the successful implementation of teaching activities but also becomes an obstacle to students’ English learning. Therefore, this study takes negative students’ reticence as the subject of the study. From the data collected, research on the phenomenon of senior high school English classroom reticence is less, and there is not any research about a particular type of class about classroom reticence. In senior high English types of class, reading class is a very important part. Besides, senior one student is a special group; the main feature of it is that it is a transitional period. As a fundamental period of the senior high, senior one seems to be very important. Based on that, the author thinks this research on senior one students’ reticence in English reading class will be very significant. In this thesis, the author attempts to explore the following three questions:(1) What is the current situation of classroom reticence in Grade one of senior high school English reading class? And what’s the types of Students’ Classroom Reticence? (2) If students’ reticence is a common phenomenon in Grade 1 of senior high school in English reading class, what might be the potential causes? (3) What effective measures should be taken to break students’ negative reticence in English reading class?In order to explore those problems, the author adopts classroom observation, questionnaire and interview to investigate the subjects who are 105 senior one students coming from Guilin Yong Fu Senior high School. The results of classroom observation and the first questionnaire indicate that there exists the phenomenon of reticence in senior one English reading class, and it is comparatively serious. The results of second questionnaire and interviews show that the main factors of senior one students’ reticence in English reading class ascribe to teachers’ factors, students’ factors and classroom environmental factors.Corresponding to the reasons above, three countermeasures are provided. First of all, teachers and students should get together and make every effort to enhance students’ integrative motivation, reduce students’ anxiety, improve students’ language proficiency and cast off face concept. Secondly, teachers should make every effort to improve teaching method, feedback strategies, questioning strategies, and establish harmonious teacher-student relationship. Thirdly, creating positive English reading classroom atmosphere, conducting small class and reasonably arranging students’ seats are also suggested.