ABSTRACT
Classroom reticence has become a universal phenomenon, especially in English class. The majority of Chinese English major students are unwilling to participate in teaching activities in English class and they seldom ask questions, let alone express their own opinions. The main purpose of the study is to overcome the reticence in English major class so as to increase students’ professional competence as well as teachers’ teaching effects. This paper explores causes of classroom reticence in English majors, by using a questionnaire to collect data, and then put forward corresponding countermeasures. It is shown that classroom reticence is related to English major students’ learning competence, personality, cultural concepts and complexity of teacher’s question. Guided by theories of constructivism and functions of mood and emotion, this paper proposes countermeasures against classroom reticence, such as adjusting the difficulty of questions, establishing a good relationship between students and teachers, etc. This paper is hoped to help English major students become active learners in class and contribute to high teaching quality.
Key words: classroom reticence; English major class; countermeasures
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION-1
Chapter Two LITERATURE REVIEW-2
2.1 Definition of classroom reticence-2
2.2 Overseas studies on classroom reticence-2
2.3 Domestic studies on classroom reticence-3
2.4 Summary-4
Chapter Three THEORETICAL FRAMEWORK-5
3.1 Theories of Constructivism-5
3.2 Theories of Functions of Mood and Emotion-6
3.3 Summary-6
Chapter Four RESEARCH DESIGN-7
4.1 Research Questions-7
4.2 Research Method-7
4.3 Data Collection-7
Chapter Five RESULTS AND DISCUSSIONS-9
5.1 Analysis of Classroom Reticence of English Majors-9
5.2 Main Causes of Classroom Reticence in English Majors-13
5.2.1 Students’ learning competence-13
5.2.2 Students’ personality-14
5.2.3 Cultural concepts-14
5.2.4 Complexity of teacher’s question-14
5.2.5 Motivation-15
5.3 Countermeasures Against Classroom Reticence in English Majors-15
5.3.1 Providing questions with proper difficulty level-15
5.3.2 Being active learners-16
5.3.3 Arousing and maintaining learning curiosity of students-16
5.3.4 Establishing a good relationship between teachers and students-16
Chapter Six CONCLUSION-17
REFERENCES-19
APPENDIX-21
