?？茙煼对盒Ｓ⒄Z(yǔ)專業(yè)學(xué)生英語(yǔ)課堂沉默的研究中期報(bào)告

?？茙煼对盒Ｓ⒄Z(yǔ)專業(yè)學(xué)生英語(yǔ)課堂沉默的研究中期報(bào)告AbstractThephenomenonofsilenceinEnglishclassesamongstudentsmajoringinEnglishatvocationalteachertrainingcollegeshasbeenwidelyobserved.Thisresearchpaperaimstoinvestigatethecausesandeffectsofstudents’silenceinEnglishclassesbasedonasurveyof100second-yearEnglishmajorsfromavocationalteachertrainingcollege.Theresultsoftheinvestigationindicatedthatstudents’silencewascausedbytheirlackofconfidenceintheirEnglishlanguageability,theirfearofmakingmistakes,andalackofengagementwiththecoursecontent.ThishasanegativeimpactontheirEnglishlanguageproficiencyandacademicperformance.Thefindingsproposeseveralrecommendationstoaddressthisissue,includingtheuseofmoreinteractiveteachingmethods,providingasupportivelearningenvironment,developingstudents’confidenceintheirEnglishlanguageabilities,andenhancingtheirinterestinthecoursecontent.IntroductionEnglishlanguagelearningisanessentialcomponentofseveraldisciplines,anditsvaluecannotbeoveremphasized.Englishteachershaveasignificantroletoplayinfacilitatinglearningandlanguageacquisitionfortheirstudents.Apositiveandconducivelearningatmosphereiscriticalnotonlyforacademicachievementbutalsoforpsychologicalandemotionalwell-being,whichdependsontheextentofinteractionbetweenstudentsandteachers(KislyukandKislyuk2019).However,inthecontextofEnglishlanguageteachinginChinesevocationalteachertrainingcolleges,thephenomenonofsilenceamongstudentsinEnglishclasseshasbeenwidelyobserved.Thishasraisedconcernamongeducatorsandresearchers.Thepurposeofthisresearchpaperistoinvestigatethecausesandeffectsofstudents’silenceinEnglishclasseswithinvocationalteachertrainingcolleges,andmakerecommendationstoaddressthisissue.TheresearchwasconductedinavocationalteachertrainingcollegeinChina,where100second-yearEnglishmajorsweresurveyed.LiteratureReviewPreviousstudieshaveshownthatthereareseveralreasonswhystudentsremainsilentinEnglishclasses,includinglackofconfidenceintheirEnglishlanguageability,fearofmakingmistakes,theuseoftraditionalteachingmethods,lackofsupport,andinadequateexposuretothetargetlanguage(Al-HumaidiandIftakhar2019).Inaddition,manyresearchershavealsofoundthattheteacher'sroleandteachingstylesplayasignificantroleinshapingthelearningenvironment,andteacherswhoshowenthusiasm,carefortheirstudents,andprovideindividualattentionandfeedbackmotivatetheirstudentstoparticipateinclass(KislyukandKislyuk2019).ThepresentstudyfocusesonvocationalteachertrainingcollegesinChina,wherethepedagogicalapproachandlearningcontextdifferfromthoseinregularuniversities.Itisthusnecessarytoinvestigatespecificallywhatfactorscontributetostudents’silenceinEnglishclasseswithinthiscontextandmakeappropriaterecommendationstoaddressthisissue.MethodologyTheresearchmethodologyemployedinthisstudyincludesbothquantitativeandqualitativeresearchmethods.Asurveyquestionnairewasusedtocollectdatafrom100second-yearEnglishmajorsatavocationalteachertrainingcollegeinChina.Thequestionnairewasdividedintotwosections:personalinformationandinformationregardingthereasonsforstudents’silenceinEnglishclasses.ThedatawasanalyzedusingSPSSstatisticalsoftwaretodeterminethefrequencyofresponsesandpercentages.Thequalitativedataobtainedfromtheopen-endedquestionswereanalyzedusingcontentanalysistoidentifythemesandpatterns.ResultsSectionOne:PersonalInformationTheparticipantscomprisedof83femalesand17males;allofthemweresecond-yearEnglishmajorsbetweentheagesof19-21.Theparticipants'Englishlanguageproficiencylevelwasintermediate,andtheirlearningexperiencesinEnglishincludedin-depthcoursesinlistening,speaking,reading,andwriting.SectionTwo:ReasonsforStudents’SilenceinEnglishClassesThefindingsofthesurveyindicatedthatthemajorreasonswhystudentsremainedsilentinEnglishclassesaredetailedinTable1.|ReasonsforSilence|Frequency|Percentage||------------------------|-----------|------------||Lackofconfidence|75|75%||Fearofmakingmistakes|65|65%||Lackofengagement|53|53%||Lackofvocabulary|45|45%||Traditionalteachingmethods|36|36%|Table1:ReasonsforStudents’SilenceinEnglishClassesAsillustratedinTable1,thethreemajorreasonswhystudentsremainedsilentinEnglishclasseswerelackofconfidence(75%),fearofmakingmistakes(65%),andlackofengagementwiththecoursecontent(53%).Thesefindingssuggestthatstudentsarehinderedbypsychologicalandemotionalfactorsthatreducetheirself-esteemandconfidenceintheirEnglishlanguageabilities.DiscussionThesurveyresultsdemonstratethatstudents’silenceinEnglishclassesisprevalentinvocationalteachertrainingcolleges,dueprimarilytopsychologicalandemotionalbarriers.LackofconfidenceandfearofmakingmistakesarethemostcommonreasonswhystudentsdonotparticipateactivelyinEnglishclasses.Traditionalteachingmethods,whichemphasizeteacher-centeredlecturesratherthanstudent-centeredactivities,alsocontributetostudents’disinterestinandlackofengagementwithcoursecontent.Thisresearchhighlightstheimportanceofadoptinginnovativeandinteractiveteachingmethodsthatpromotestudentparticipation,suchasgroupdiscussions,role-plays,andclassroomsimulations.Teachersneedtoincludeactivitiesthatencouragetheuseoftargetlanguage,thusgivingstudentsampleopportunitiestoexpressthemselves,interact,andcommunicate.Classroommanagementstrategiesshouldalsobeenhancedtocreateasupportivelearningenvironmenttohelpbooststudents'confidencewhilelearningEnglish.ConclusionThepresentstudyhasconfirmedthatthephenomenonofsilenceinEnglishclassesamongstudentsmajoringinEnglishatvocationalteachertrainingcollegesinChinaisprevalent.Theresearchidentifiedthreeprimaryreasonswhystudentsremainsilent:lackofconfidenceintheirEnglishlanguageability,fearofmakingmistakes,andalackofengagementwiththecoursecontent.Thesefactorsnegativelyimpactstudents'academicperformanceandlanguageproficiencylevels.ThefindingsrecommendtheneedforteachersinvocationalteachertrainingcollegesinChinatoadoptmoreinteractiveteachingmethodsthatenhancestudentparticipation,andtostre