Classroom silence: voices from Japanese EFL learners
Classroom silence: voices from Japanese EFL learners
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DOI：
10.1093/elt/ccq046
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发表时间：
2011-07-01
期刊：
影响因子：
2.5
通讯作者：
Harumi, Seiko
中科院分区：
文献类型：
--
作者：
Harumi, Seiko
本文以日本英语学习者为研究对象，探讨了日本英语学习者课堂沉默现象。第二语言学习环境中沉默现象的存在可能成为师生之间甚至学生之间冲突的根源。它也可能是获得目标语言的障碍。为了解决这一问题，并说明课堂沉默的动态特征，本研究借鉴了民族志的见解，从社会文化的角度解释沉默的根源，功能和意义。本研究通过问卷调查的方式进行，旨在了解学生和教师对沉默的看法，并考察是否存在观念上的不匹配。身份的问题和使用沉默的文化和背景因素的作用进行了讨论，并提出了可能的教学方法，可以在不同的学习环境中实施。
This article explores Japanese EFL learners' classroom silence in a Japanese EFL context. The existence of silence in second language learning contexts can be a source of conflict between students and teachers and even among students themselves. It can also be an obstacle to acquiring the target language. In order to tackle this problem and to illustrate the dynamic characteristics of classroom silence, this study draws on insights from the ethnographic approach and interprets the roots, functions, and meanings of silence from a sociocultural perspective. It was conducted through a questionnaire survey which aimed to elicit learners' and teachers' views on silence and also to examine whether a mismatch of perceptions exists. The issues of identity and the role of cultural and contextual factors in the use of silence are discussed and possible pedagogical approaches which could be implemented in varied learning contexts are suggested.