Research On The Silent Problem And Countermeasures Of Junior High School Students’ English Classroom

The educational world is people’s world,and educational activities are people’s interaction.It neither transform people into things nor the mechanical interplay between them.Teaching is not the production practice of the subject transforming the object,but the communicative practice of two-way construction between subjects.Communication is a kind of inter-subjective behavior,which is the interaction between people using language as the medium.It advocates the equal and natural dialogue between people.Implementing an equal two-way mode of communication between educators and educatees is conducive to achieving the smooth communication and development.Effective communication and interaction in the junior high English classroom is the fundamental way to foster students’ language ability,cultural awareness,quality of thinking,capacity for learning,and other basic qualities.Therefore,promoting students to accumulate language experience can cultivate students’ cultural awareness in language practice activities,such as perception,experience,accumulation and use.Under the background of the new curriculum reform,it proposed that the core competencies that English courses seek to cultivate include language ability,cultural awareness,thinking ability,learning capacity.Linguistic ability is the fundamental skill.For some teachers,because of neglecting students’ silence and adopting simple methods to adress classroom silence,they invisibly weaken students’ English learning enthusiasm and initiative.So,students fear communicating with others,lack confidence,which inevitably hamper students’ overall development.They can not improve basic literacy skills.Only students can interact in English classroom,can they have the best platform to fully show themselves.This study is based on Habermas’ communicative behavior theory,exploring the phenomenon and problems of middle school students’ English classroom silence,which has strong theoretical value and practical urgency.This study is based on Habermas’ communicative behavior theory,dialogue theory,etc.It takes three schools in Yinchuan City,Ningxia,as the main research objects.with the aim of revealing the reality of English classroom silence among middle school students,through using many methods,such as classroom observation and questionnaire,the current situation of English language classroom in three middle schools is investigated.This study has some findings.Firstly,in terms of silence caused by different communication methods between teacher and students,the "teacher-student" communication is relatively smooth.The unequal status of teacher-student communication leads to silence,which is occupying the dominant position,The serious lack of student-student communication leads to silence is the most common situation.Teacher-student communication content is lack of opening,which leads to students silence frequently.Secondly,the inefficient construction of English classroom environment leads to a lot of silence,mainly reflected in the lack of English elements in the classroom environment,and the overall English learning atmosphere is not strong enough.Thirdly,the distortion of English classroom conversations leading to silence is mainly reflected in teachers improper questions and the lack of inspiration.Fourthly,in terms of silence driven by negative emotions in English classroom,students lack learning interest,which leads to more obvious silence,while students lack learning significance leads to more prominent silence.Fifthly,in terms of the silence caused by students’ delayed thinking in English classrooms,it is the most prominent.The silence caused by students’ passive dependence on others is the most frequent.Sixth,in terms of the silence caused by students English classroom behavior,the silence caused by students’ learning active participation in teaching is prominent.The silence caused by students’ negative response is more common.Above all,the study primarily explores reasons from three aspects:communication people,communication environment,and communication effectiveness.First,from the point of view of communication people,teacher and student is not equal,and students have unequal opportunities to participate in class,and people’s communicating awareness is definitely low.Second,from the perspective of communication environment,large class sizes lead to ineffective student interaction,for teacher-student interaction,the "Yangtian style" seating arrangement is unfavourable,the "detachment" of teacher-student interaction is prominent,and the excessive content of the textbook leads to a heavy load on the students.Thirdly,from the perspective of communication effectiveness,the authenticity of teacher-student discourse is insufficient(insufficient authenticity of teacher questioning and teacher evaluation),and the information asymmetry of teacher-student discourse leads to inefficient communication,resulting in a lack of sincerity in teacher discourse.To better improve the effectiveness of English language classroom instruction for middle school students,the study proposes the following strategies.First,as for communication people,strengthen the equal dialogue between teacher and students,establish a learning community for English classroom students,increasing teacher and students’s communicating awareness in the English classroom,diversify English curriculum resources.Secondly,as for communication environment,enriching English elements,optimizing seat arrangement,and implementing a small class teaching model should be included in the agenda,and teacher-student interaction should be related with the world of life,creating comefortable and happy learning environment.Thirdly,as for communication effectiveness,increasing the authenticity of teacher discourse(increasing the authenticity of teacher questioning and teacher evaluation),improving the correctness of student discourse,and enhancing the sincerity of teacher discourse are uesful.