An Investigation On English Class Silence In A Senior High School In Haicheng Anshan

English as a subject with strong interaction,English learning emphasizes not only the input of language,but also the output and communication.The positive and active class atmosphere can enable students to experience authentic and effective interaction,and achieve the purpose of English teaching.2017 English Curriculum Standard put forward the “Core Competency”,emphasizing the interaction,practicality and application of language learning.However,the reality is not very optimistic.There are some classes that are "silent",especially in senior high school.This problem has seriously hindered the English teaching efficiency.Therefore,on the one hand,the study of silence in senior high school English class can understand the current situation of silence and reveal the causes of silence,so as to promote changes.On the other hand,it can improve teacher's teaching efficiency,promote the conducting of teaching activities,and improve students' language ability and communication ability fundamentally,which has important practical significance.Based on Vgotsky's Social Interaction Theory,Social-Cultural Theory and Swain's Output Hypothesis Theory in second language acquisition,the study,through in-depth reading and summarizing literature,takes six English classes of three grades,three hundred students and six English teachers in a senior high school in Haicheng,Anshan as the research subjects.Through employing questionnaire,observation and interview,the investigation is conducted on this school for more than four months,which in order to explore the following three questions:(1)What are the overall characteristics of the senior high school English class silence?(2)What are the distinctive features of senior high school English class silence?(3)What are the factors that cause senior high school English class silence?Through survey,the study finds that English class silence is very common at this school.It generally shows diversification on silence types and connotation.And it also has four distinctive features: periodicity in time,synchronicity on behavior,tensibility on space and differentiation in grades.Through deeply investigating,five factors caused silence are discovered: students themselves,teacher,environment,culture and school management.Finally,some solutions are proposed from three perspectives as reference to arouse English teachers' attention to class silence and provide some help and inspiration,improving English teaching efficiency.