A Investigation Into Students Silence Phenomenon In English Classes In Senior High School From The Perspective Of Relevance Theory

Since the 21st century,the English curriculum reform has paid more attention to the cultivation of students' core competence,which requires the change of the single instillation teaching mode to the student-centered teaching mode.In this context,how to make students actively participate in teaching progress,effectively improve the quality of teaching,and implement the development of students' core abilities has become a hot spot of contemporary education.However,the students' classroom silence impedes the smooth progress of teaching activities.This paper can be divided into three parts.The first part is a literature review of the study of classroom silence.It explains the definition and classification of silence and classroom silence,as well as the theoretical basis and related research at home and abroad.The second part includes data collection for the research,and the analysis of classroom observations,questionnaires,and interviews to find out why students keep silent in the classroom.The main part is the third one.In this part,the findings and results of the research are discussed on the basis of the first two parts.And according to the status and causes analysis,the improvement strategies and methods are put forward to effectively alleviate the phenomenon of classroom silence.With the relevance theory as its theoretical basis,by analyzing the 243 students and 8 teachers from Harbin Normal University,the writer aims to reveal the causes of high school students' classroom silence,and the differences between the high and low level students' classroom silence.After the analysis of the causes of classroom silence and the meanings behind it,the writer provides some improving methods and implications on how to promote an interactive classroom.The writer hopes that it could help teachers in dealing with the students' classroom silence through this research.