Research on the English Silence Classroom in Chinese Universities

Huanjing Jiang, Quanhong Jiang

Abstract


This phenomenon of silent English class almost reflects the common fault of current college English classroom education in China. It clearly reveals that the discussion-based English classroom education in Europe and America is not easy to popularize in our country’s universities. At the same time, it is easy to cause the embarrassment of English teachers asking students to answer questions or hastily picking up a student to answer questions to some extent. What’s more, it triggered a chain reaction, causing more students to join the group of silent students. This runs counter to scientist Mazur’s plan to pay more attention to peer discussions and to let students adopt active learning methods, eager to strengthen teaching through the same treatment as scientific research. Based on this common phenomenon in English class, this paper analyzes the “components” of the student who is silent in class, selects a different angle, briefly explores the inner and essence of the phenomenon with a psychological change of the process between students, and interprets the phenomenon of silence in a shallow layer. It aims at providing a perhaps useful inspiration for how to solve this problem in class.

Keywords


silent classroom, game psychology, classroom learning


DOI
10.12783/dtssehs/esem2019/29733

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