Silence Is Gold?: A Study on Students' Silence in EFL Classrooms

Autor/in	Hanh, Nguyen Thu
Titel	Silence Is Gold?: A Study on Students' Silence in EFL Classrooms
Quelle	In: International Journal of Higher Education, 9 (2020) 4, S.153-160 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Student Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Majors (Students); Student Behavior; Student Participation; Classroom Communication; Undergraduate Students; Personality Traits; Language Proficiency; Applied Linguistics; Teaching Methods; Learning Processes; Foreign Countries; Shyness; Vocabulary Skills; Language Usage; Vietnam + Suchen Sie Ihr Suchwort? Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Student behaviour; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassengespräch; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Language skill; Language skills; Sprachkompetenz; Linguistics; Linguistik; Angewandte Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Schüchternheit; Aktiver Wortschatz; Sprachgebrauch
Abstract	The current paper explores the silent behavior of students within EFL classrooms. It investigates reasons behind students' in-class silence, or lack of verbal participation, and then puts forwards several suggested solutions for more effective in-class conversation. The population for this study consists of 85 English-major students at a university of foreign languages in Hanoi, Vietnam and the data are collected via questionnaire and semi-structured interview. The findings indicate various causes of students' classroom silence: personal and impersonal, linguistic and psychological factors such as students' personality and language proficiency, teachers' methodology, lesson contents, and class cooperation. Together with the theoretical discussion, the empirical evidence revealed by this study can perhaps help applied linguistics practitioners/ teachers gain more heightened awareness and deeper understanding of students' silent behavior. The current study purposefully targets at enhancing both the English teaching and learning efficiency at this foreign-language university. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01