A Study On English Classroom Silence Of Junior Grade One Students

English classroom teaching is a process with communication.It emphasizes not only the input of language,but also the output of language.In China,classroom is the main place for students to learn English and communicate with others in English,due to the environmental constraints.However,there are some students who don't participate in classroom activities actively,and they always keep silent in English classes.Obviously,it's not good for teaching activities and the output of language.Besides,the English Curriculum Standards of Compulsory Education(2011)emphasizes that students' subject consciousness should be valued and respected,among which students' autonomous learning abilities of analyzing and solving problems should be emphatically cultivated.So,studying the phenomenon of classroom silence has important theoretic meaning and practical significance to the improvement of students' language abilities and the development of teaching activities.Guided by Comprehensible Output Hypothesis,Interactive Theory,and Affective Filter Hypothesis,the study was done with the participation of 211 junior one students and four teachers in No.6 Middle School,Yicheng County,Shanxi Province.With the help of the research methods of classroom observation,questionnaire,and interview,the study aimed to investigate the present situation of silence in English classes of junior one students,to find out the causes of silence,and to explore relevant solutions to silence in English classes.It was hoped to improve effectiveness of English classroom teaching.Through classroom observation,the author found that the English classroom silence phenomenon among the junior one students did exist.In order to find out the reasons for students' keeping silence in English classes,the results were analyzed mainly from three aspects: external environment,teachers factors and students factors.Based on the analysis,the author concluded that the external environmental factorswere the influence of the Chinese traditional thoughts and the dull atmosphere of English classes;teachers' factors included teachers' teaching methods,questioning techniques and teacher-student relationships;students' factors included students' language proficiency,personality,learning habits,and physical and psychological status.According to the above problems,the countermeasures were provided for teachers and students.Firstly,teachers should guide students to understand Chinese traditional culture correctly;secondly,teachers should create an active classroom atmosphere;thirdly,teachers should transform the teaching methods;fourthly,teachers and students should build a harmonious relationship;and finally,students should improve their language proficiency and enhance self-confidence.