Qualitative Research On Undergraduate Classroom Speech And Silent Behavior Of Research University

This paper focuses on the speaking in class or silence behavior in class of undergraduate students in research universities.Using the interview and case analysis methods in qualitative research methods,Analyzing 20 students(9"speech incliners" and 11 "silent inclinators");this paper also makes a case analysis of the important cases in which the "speech incliner"becomes the "silent inclinator" and the important cases in which the "silent inclinator" becomes the "speech incliner"This paper analyzes and interprets the States of 20 students(9"speech incliners" and 11 "silent inclinators"),and the characteristics of "speech incliners",the differences between "speech incliners" and the "silent inclinators",the causes of the "silent inclinator",and the change of "speech incliner" to the "silent inclinator" and how the "silent inclinator" is transformed into the "speech incliner".The conclusions of the study:(1)the“speech incliner" combines the characteristics of Chinese and Western learners;(2)the "silent inclinator" does not grasp the "degree",making the "essence" of Chinese culture into "dross";(3)"speech incliners" is the group of "strong silence","silent inclinator" does not have the status of "strong silence","strong silence" is conducive to students' learning;(4)as for "silent inclinators",The most important reason for their silence is the feeling of inferiority and fear;(5)The "silent inclinator" can be transformed into a"speech incliner" after being honed and persisted.The enlightenment of the research:(1)Students should actively learn the excellent culture of the West,and at the same time carry forward the"essence" of Chinese culture,it is necessary to grasp the "degree" to carry forward the "essence" of Chinese culture;(2)the "silent inclinator"should be transformed into a "speech incliner";(3)the "silent inclinator" should actively adjust his or her own intimacy and inferiority,and pay attention to the combination of "listening","thinking" and"speaking";(4)The teacher should give the "silent inclinator" a full opportunity to speak and give positive feedback;(5)Schools should actively help freshmen to make psychological adjustments.