《《我的論文》word版.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《《我的論文》word版.doc（17頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、江 西 理 工 大 學(xué) 南 昌 校 區(qū)畢 業(yè) 設(shè) 計(jì)（論文）中國大學(xué)生英語口語課堂沉默現(xiàn)象的解析An Analysis of Chinese College Students Silence in Oral English Classes系 別：文理系專 業(yè)：商務(wù)英語班 級(jí)：09級(jí)二班學(xué) 生：溫馨學(xué) 號(hào)：09361225指導(dǎo)教師：吳素瓊 職稱：講師江西理工大學(xué)2012屆專科生畢業(yè)論文畢業(yè)論文獨(dú)創(chuàng)性聲明本人聲明所呈交的畢業(yè)論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得 江西理工大學(xué)或

2、其他教育機(jī)構(gòu)的畢業(yè)證書而使用過的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說明并表示謝意。論文作者簽名（手寫）： 簽字日期：ContentsAbstractI. Introduction1 1.1 Background Information11.2 Research Objectives and Significance1 II. Definition of Silence in Class2 2.1 Classification of Silence in Class3 2.2 Research Review3 III. Results and Discussio

3、ns43.1 Silence Caused by Chinese Culture and Tradition4 3.1.1 Results and Cases43.1.2 Analysis of Silence from cultural Perspective5 3.2 Silence Caused by Personality and Gender6 3.2.1 Results and Cases63.2.2 Analysis of Silence from Personal Perspective63.3 Silence Caused by Environment73.3.1 Resul

4、ts and Cases7 3.3.2 Analysis of Silence from Environment Perspective8 IV. Conclusion9BibliographyAcknowledgements目 錄摘要第一章 引言.11.1 背景資料.11.2 研究的目的和意義.1第二章 課堂沉默的定義.22.1課堂沉默的分類.32.2研究述評(píng).3第三章 結(jié)果與討論.43.1中國文化和傳統(tǒng)導(dǎo)致的沉默.43.1.1結(jié)果與案例.43.1.2從文化角度分析沉默.53.2人格和性別導(dǎo)致的沉默.63.2.1結(jié)果與案例.63.2.2 從個(gè)人角度分析沉默.63.3 環(huán)境導(dǎo)致的沉默.73.3

5、.1結(jié)果與案例.73.3.2從環(huán)境角度分析沉默.8第四章 結(jié)束語.9參考文獻(xiàn)致謝AbstractIn recent years, it has been a common phenomenon for Chinese college students to keep silent in oral English classes. However, keep silent in oral English class could be induced a negative effect to the Chinese students ability of spoken English. Accor

6、ding to this phenomenon, many home and abroad researchers have devoted to the reasons causing Chinese students silence and passivity in foreign language classes especially in general English classes, but few attempts have been made to explore the factors that Chinese college students to keep silent

7、in oral English classes.What factors lead to students silence in oral English classes? What techniques or methods can be adopted by college oral English teachers to enhance students class participation? The present thesis, focusing its attention on these two questions, strives to explore the factors

8、 resulting in Chinese college students silence in oral English classes and to examine the importance of the factors by employing the theories of sociolinguistics, psycholinguistics, psychology and pedagogy and scientific research methods. It is discovered that a complex mix of Chinese traditions and

9、 cultures, students characters, language proficiency, classroom environment and teachers way of questioning in class play significant roles in determining the level of students class participation, or rather, they are the causes resulting in students silence in oral English classes. In light of thes

10、e findings, some implications and suggestions in terms of oral English enhancement are proposed for college oral English. These suggestions include establishing a harmonious classroom atmosphere, building a sound rapport with students, enriching the contents and activities.Key words: Silence； Oral E

11、nglish； Causes； suggestions.摘 要近年來，中國大學(xué)生在英語口語課堂中的沉默是一個(gè)較為普遍的現(xiàn)象。而英語口語課堂的沉默會(huì)使學(xué)生的口語水平停滯不前，甚至倒退。針對(duì)這一情況，中西方學(xué)者進(jìn)行了大量的理論與實(shí)證性研究，但并沒有深入了解學(xué)生群眾的觀點(diǎn)和看法。是什么原因?qū)е轮袊髮W(xué)生在口語課堂保持沉默？而大學(xué)英語老師又能采取什么樣的策略來提高學(xué)生參與課堂的積極性？本論文從這兩個(gè)問題出發(fā)，運(yùn)用社會(huì)語言學(xué)，心理語言學(xué)，心理學(xué)及教育學(xué)理論，結(jié)合科學(xué)的研究方法與前人的研究，圍繞這兩個(gè)問題展開了討論。本論文吸取了前人理論研究與實(shí)證調(diào)查中得到普遍認(rèn)可的思想，通過與同學(xué)們?cè)L談，討論來進(jìn)行分析，

12、力求從大學(xué)生的角度來尋找導(dǎo)致中國大學(xué)生在英語口語課堂上保持沉默的原因。研究發(fā)現(xiàn)：社會(huì)習(xí)俗與文化傳統(tǒng)，學(xué)生的個(gè)人性格特點(diǎn)以及課堂環(huán)境與氛圍在據(jù)頂學(xué)生參與英語口語課堂活動(dòng)的程度上都起著重要作用，也可以說是導(dǎo)致學(xué)生保持沉默的主要原因。基于本次研究的發(fā)現(xiàn),結(jié)合前人的研究基礎(chǔ),本論文提出了一些實(shí)際的、具體的策略和建議,如:營造課堂良好氛圍、與學(xué)生建立良好的師生關(guān)系、豐富課堂內(nèi)容等。這些教學(xué)建議能夠有效提高中國大學(xué)生英語口語課堂的參與力度,減少大學(xué)生在英語口語課堂的沉默現(xiàn)象,從而改進(jìn)英語口語教學(xué)。關(guān)鍵詞：沉默； 英語口語； 原因； 建議。I. Introduction1.1 Background Info

13、rmation From the beginning of twenty-first century, the reform of teaching and learning in college English class has been brought forward and become popular in the education. In the past, the way that teachers speak on platform and students listen and take notes in the class has found to be inapprop

14、riate for college English teaching. The traditional teaching methods neglect helping the students to perceive the ability of speaking English. Change is necessarily needed in the English teaching method. In a long period of time and in many aspects of society, colleges arrange more and more oral Eng

15、lish classes to train the ability to speak, but students are still unwilling to open their mouth and speak, it is urgent to solve. Many educators and teachers are very valuable and helpful.Chinese students are found reluctant in class, especially in oral English classes. (Liu, 2000) In this research

16、 paper, many problems in oral English classes are presented. College students are passive to participate in classroom activities: they are not willing to answer the questions even though they know the answers to the questions; they do not ask teachers when they do not understand; they usually do not

17、 make a sound in class but to listen to the teachers; they would rather keep silent in class rather than discuss with their classmates when teachers ask them to mutual discussion. Most of the students do not have the interest or the confidence in learning and participating in the oral class, they ke

18、ep silent in order to escape from oral English class, and they prefer to listen and take notes by themselves. All of these are disadvantageous for learning oral English. Therefore, silence in oral English class is a problem which becomes more and more urgent to solve in the teaching and learning. In

19、 order to solve this problem, it is important to find the reasons behind silence.1.2 Research Objectives and SignificanceWith all kinds of college students as research subjects, the objectives of this research are to find out and analyze the causes of students silence in oral English class. In this

20、way, teachers will get to know how to communicate with their students and help them willing to speak in class. Hopefully, this will help the students to improve their English speaking proficiency.Another purpose of this research is to help the students to find their ideal job after them graduation.

21、In contemporary society, the purpose of many students to study in college is to get their ideal job easily. While most of the companies require new staff to have high English level especially global corporation and foreign-funded enterprises, even have their interviews in English. In this round, int

22、erviewers could get some information from the interviews, like English level, English speaking and some views of interviewees. At this time, a high level of English speaking helps, while a low level cumbers. College is a place to train students and help them to perceive abilities, while English abil

23、ity is seen as one of the most important ability for college students, thus students English ability improvements means a lot to college education. Therefore it is urgent and necessary to conduct such kinds of research in this area. II. Definition of Silence in ClassSilence is a very vital way of co

24、mmunication which is easy to see in our daily life. Saying nothing or making no sound sometimes could mean a lot and has a pragmatic function. Silence is nonverbal communication between people in a social group. Teaching in class is a process of communication between teachers and students. Thus, sil

25、ence in class is also a common phenomenon. The silence or the failure of communication in class is almost caused by the students. The most common situations are like following: after teachers asked their questions, there is no response; it is an obvious example of silence. When teachers give times f

26、or discussion, most of the students prefer to keep quite or chat, rather than open their mouths to give their opinions. Once the students feel confused about something they learn, they would not raise their hands to make it clear to the teacher, theyd rather look it up after class. All of these are

27、typical facts in oral English classes.According to Liu xiangqian(2005)， silence is defined as a collection of obstacles of communication in class. Teaching is a process of passing information from teacher to students. When the teacher gives clear information and students could communicate with the t

28、eacher well, the class goes smoothly; if the students feel confused about the information from the teachers, there would be a long time silent for the students to think and understanding the exact meaning from the teacher. When silence appears, it means that teachers should make some change to make

29、teaching goes more smoothly.2.1 Classification of Silence in ClassSilence, as a complex phenomenon, could be classified into different types from different angles. In class, when the teachers give questions, the students are supposed to answer the questions in a second. If the student do not answer

30、the question immediately that is not because they are trying to think about the question but because the can not get the exact meaning of the question or they get interrupted by the environment. When the teachers give their questions, the student do not answer the questions due to several possible r

31、easons, such as the students knowing nothing about the question, they do not listen to the teachers carefully or they do not want to cooperate with the teachers. When this situation appears, teachers would make the students get the clear idea of the lecture or make a comment on the students.Bruneau

32、(1973) speaks three form of silence: psychological, interactive and socio-cultural. He defines the differences between the three terms of the perception of time. Psychological silence is very short. It is illustrated by hesitation in a conversation or by a deliberate slowing down in order to aid the

33、 addressee to understand what has just been said. Other instances self-corrections and stuttering, Interactive silence is longer than psychological silence, and is related to interpersonal relationship： turn-taking also plays a role here. Bruneau admits, however, that“psycholinguistic, slow-time sil

34、ences are often difficult to distinguish from interactive silence”. The third typesocio-cultural silenceseems to underlie the first two, since the social and cultural habits may“manipulate both psychological and interactive silence” (Bruneau , 1973) .2.2 Research Review As a lot topic in the area of

35、 education, silence in class has received high attention from researchers and educationalists that mainly focus on the causes of silence in oral English classes. in recent year, numerous Chinese researchers pay attention to silence in class and its causes from perspectives of Chinese culture, the ma

36、gisterial role of teachers in class, the characteristics of students, and the lack of proficiency of speaking English .Li Jaimei (2003) brings forward the main causes that make Chinese students silence in class are the way the teachers render a lecture, the gender of the students and cultural effect

37、s. Feng Xihong (2003) insists that Chinese tradition and culture. Chinese personality and the way of school teaching are to decisive factors for Chinese students keeping silent in oral English classes. Zhang kun (2008) tends to think that emotional factors, social factors and teaching methods cause

38、the silence in English classes. From the researches above, we could see that different researchers have their views from different perspectives. They believe that Chinese traditions and culture shape the habit of Chinese students English learning. They keep silent in class from primary school, since

39、 the teachers require them to keep disciplined in class. They behave like this for so many years, and they can not change this mode of learning when they come to college, even the teachers require them to change. There are also a lot of foreign educators to find silence in oral English classes inter

40、esting, and they make an effort on this way. Jackson (2002) found silence in this business English class is related to educational background, society and culture, and emotional factors. He tends to think that silence in English classes is a negative behavior which is bad for language learning. Petr

41、ess (2001) considers that silence in class implies some negative information, including the students are not interested in the topic they are discussing or the class they are taking; they can not understand what they are learning; and they do not like the way they are learning things, so they do not

42、 believe that in this learning process and learning strategy.III. Results and Discussions3.1 Silence Caused by Chinese Culture and Tradition The social cultural factor has been proved by previous studies to be very influential to students silence. It could influence every social individual in terms

43、of thinking, views of value and behavior. Liu and Zhong (2005) put it that the cultural factor has a fundamental impact on silence. In china, silence is regarded as a veiled communication while in the US. It is taken as an inactive and negative behavior.3.1.1 Results and Cases According to the talki

44、ng with students, they are talking something about their feelings. Student Zhang is a sophomore English major. In oral English classes, she often keeps silent and it seems that she is thinking. When asked the causes she did this, she gave her own explanation as the following: From primary school, Ch

45、inese students have required to listen carefully in the class. It is only after the teacher has asked her particularly to answer can she stand up and answer the questions. Questions from the students are only supposed to ask after class. This tradition is formed in the past twelve years which is a l

46、ong period and is not change easily. Student Li thinks that the teacher in the class is the authority, who should be respected. Even she has different opinions about one issue, she still keeps her ideas, because she thinks that questioning the teachers would embarrass them. Student Zeng is a clever

47、student. Whenever the teacher asks him to answer the question, she would answer it perfectly. When asked why he kept silent in the oral English class, he told that he had the answer to almost every question and answering was an easy thing for him. However, he thinks that standing out often would mak

48、e the classmates think he is showing off. He also maintains that“ The gun hits the person who takes the lead” , which would make the classmates be unfriendly to him. Student Liu also gives her causes for keeping silent in oral English class. She told that speaking in public is difficult for her, and

49、 she is afraid of losing face in the class if she could not answer the questions well or could not speak fluently.3.1.2 Analysis of Silence from cultural Perspective Culture, defined by Hofstede as“the collective programming of the mind which distinguishes the member of one human group for another”

50、(Hofstede 1980) , has great impact on every social activity. Chinese college students silence in oral English classes, as an activity in society, is also deeply affected by Chinese traditional culture. China is a country of etiquette and education career has long been paid great attention to. As the

51、 Chinese old saying goes, “silence is gold” . We have been abiding by this doctrine since we were young, keeping silent is regarded as a morality to show respect, and modesty. In the classroom, we told to keep silent when teacher is speaking and to sit straight in our seat. In our family, we are tol

52、d to keep silent when parents are talking. It is quite common for the elders to tell their children to speak less as much as possible in public. Too much talk is viewed as lack of fine breeding. Therefore, it is no doubt that students act passively in the classroom. When interpreting Chinese student

53、s passive learning behavior, such as silence. In China, “face”concept is also an influential factor to human social activity.“Face”has to do with the credibility or image of a person. People will lose face if they are embarrassed, insulted, demeaned or yelled at by others. The Chinese people are tra

54、ditionally very facingsensitive. In order to maintain their most sacred face, they pay special attention to face- work. “Face”shows up in the many ways and really begins early in life. Chinese children learn it as they are growing up. As the child grows, face creates a strong pressure for an individ

55、ual. They are afraid of losing face when they are at school or at home. If there is a slight chance of losing face, they would think it twice or even quit. Face culture has negative influence on students learning, especially for English learning. The more Chinese students care about their face, the

56、less chance they speak in public. The less they speak the less spoke ability they gain. Thus face factor is the root of this vicious cycle.3.2 Silence Caused by Personality and Gender The interview with individual students shows a relationship between students personality and performance in oral Eng

57、lish class. Individual differences play an important role in students silence.3.2.1 Results and Cases Based on the basis of interview with individual students, it is obtain that students do not want to be focus of the public and they are not willing to speak in public. During the interview, it could

58、 be seen that student Liao was not a very communicative girl. She was shy. She spoke slowly, trying not to make any grammatical mistakes, but her pronunciation was very good. She owed her lack of oral English ability to her introverted personality. Whenever the teacher asked questions in class, she

59、just murmured, although she knew the answer. She felt nervous when asked to answer questions in lass. After class, she only listens to and read English by herself, never participates in the class activities. Student Sun gave his sample explanation of the cause of his silence in class to his personal

60、ity:“ I do not like to talk with others. When I have free time, I like reading books alone. In my opinion, thinking alone brings more advantages than sharing views with others. So, I do not like to speak in public. ” From the talking, it is easy to know that males are more eager to keep silent in or

61、al English class, and females are more active in oral English class compared to males students.3.2.2 Analysis of Silence from Personal Perspective Personality includes those aspects of an individuals behavior, attitudes, beliefs, thoughts, actions and feelings which are seen as typical and distincti

62、ve of that person and recognized as such by that person and others (Rechards et al, 2000). Personality is composed of personality traits, like risk-taking, tolerance, inhibition, self-esteem, sensitivity to rejection, tolerance of ambiguity, extroversion/ introversion etc. . . . It is true that these personality traits are correlated. Some researchers believe traits like risk-taking are more correlated with extroversion, and traits like self-esteem, anxiety and inhibition are more cor