Causes of reticence in EFL classrooms: A study of Chinese University students
DOI:
https://doi.org/10.25170/ijelt.v1i2.1427Keywords:
retincence, university students, Chinese EFL contextAbstract
This paper reports the findings of a studys of students’ reticence in Chinese EFL context. The participants were three teachers and 100 university freshmen from three proficiency levels enrolled in an English Listening & Speaking course. Using journals, observations and interviews as a technique of collecting data, the study revealed that (1) the majority of the participants were active during pair work but only a few volunteered to respond to their teachers or actively engaged in group discussions, (2) advanced-level students tended to be more active than their lower-level counterparts, and multiple variables worked together to result in student reticence in EFL classrooms. The results indicate that more research needs to be done to help students become more active and proficient EFL learners.
References
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Stephens, K. 1997. Cultural stereotyping and intercultural communication: working with students from the People’s Republic of China in the UK. Language and Education, 11/2, 113-124.
Tsui, A.B.M. 1996. Reticence and anxiety in second language learning (pp. 145-167). In K.M. Bailey & D. Nunan (Eds.), Voices from the language classroom. Cambridge: Cambridge University Press.
Zou, M. 2004. EFL learners’ perceptions of in-class relationships and their voluntary responses (pp. 149-167). In Y. Gao (Ed.), The social psychology of English learning by Chinese college students. Beijing: Foreign Language Teaching and Research Press.
Bailey, K.M. 1983. Competitiveness and anxiety in adult second language learning: looking at and through the dairy studies (pp. 67-103). In H.W. Seliger & M.H. Long (Eds.), Classroom oriented research in second language acquisition. Newbury House Publishers, Inc.
Block, D. 1997. Learning by listening to language learners. System, 25, 347-360.
Bond, M.H. 1996. The handbook of Chinese psychology. Hongkong: Oxford University Press.
Chen, T. 2003. Reticence in class and on-line: two ESL students’ experiences with communicative language teaching. System, 31, 259-281.
Cortazzi, M., & Jin, L.X. 1996. Cultures of learning: language classrooms in China (pp. 169-206). In H. Coleman (Ed.), Society and the language classroom. Cambridge: Cambridge University Press.
Dwyer, E., & Heller-Murphy, A. 1996. Japanese learners in speaking classes. Edinburgh Working Papers in Applied Linguistics, 7, 46-55.
Flowerdew, J., & Miller, L. 1995. On the notion of culture in L2 lectures. TESOL Quarterly, 29, 345-373.
Flowerdew, J., Miller, L., & Li, D.C.S. 2000. Chinese lecturers’ perceptions, problems and strategies in lecturing in English to Chinese-speaking students. RELC Journal, 31, 116-138.
Ho, J., & Crookall, D. 1995. Breaking with Chinese cultural traditions: leaner autonomy in English language teaching. System, 23/2, 235-243.
Jackson, J. 2001a. Cross-cultural case discussions in international business: encouraging “the nails to stick up”. Journal of Teaching in International Business, 13/1, 69-86.
Jackson, J. 2001b. Combating dead air in case discussions. In H. Klein (Ed.), Complex demands on teaching require innovation: Case method and other techniques (pp. 227-240). World Association for Case Method Research and Application, Boston.
Jackson, J. 2002a. Reticence in second language case discussions: Anxiety and aspirations. System, 30/1, 65-84.
Jackson, J. 2002b. The China strategy: A tale of two case leaders. English for Specific Purposes, 21, 243-259.
Jackson, J. 2003. Case-based learning and reticence in a bilingual context: perceptions of business students in Hong Kong. System, 31, 457-469.
Johnson, G.R. 1995. First steps to excellence in college teaching. Madison, WI: Magna Publications, Inc.
Jones, J.F. 1999. From silence to talk: Cross-cultural ideas on students’ participation in academic group discussion. English for Specific Purposes, 18/3, 243-259.
Keaten, J.A., & Kelly, L. 2000. Reticence: an affirmation and revision.
Communication Education, 49, 165-177.
Krippendorff, K. 1980. Content analysis: An introduction to its methodology. Beverly Hills: Sage Publications
Liu, N., & Littlewood, W. 1997. Why do many students appear reluctant to participate in classroom learning discourse? System, 25/3, 371-384.
Miller, L., & Aldred, D. 2000. Student teachers’ perceptions about communicative language teaching methods. RELC Journal, 31/1, 1-22.
Phillips, G.M. 1997. Reticence: A perspective on social withdrawal (pp. 129-150). In J.A. Daly, J.C. McCroskey, J. Ayres, T. Hopf, & D.M. Ayres (Eds.), Avoiding communication: Shyness, reticence, and communication apprehension (2nd ed.). Cresskill, NJ: Hampton Press.
Prégent, R. 1994. Charting your course: How to prepare to teach more effectively. Magna Publications, Inc.
Sato, C. J. 1990. Ethnic styles in classroom discourse (pp. 107-119). In R.C. Scarcella, E.S. Anderson, & S.D. Krashen (Eds.), Developing communicative competence in a second language. Boston: Heinle & Heinle Publishers.
Stephens, K. 1997. Cultural stereotyping and intercultural communication: working with students from the People’s Republic of China in the UK. Language and Education, 11/2, 113-124.
Tsui, A.B.M. 1996. Reticence and anxiety in second language learning (pp. 145-167). In K.M. Bailey & D. Nunan (Eds.), Voices from the language classroom. Cambridge: Cambridge University Press.
Zou, M. 2004. EFL learners’ perceptions of in-class relationships and their voluntary responses (pp. 149-167). In Y. Gao (Ed.), The social psychology of English learning by Chinese college students. Beijing: Foreign Language Teaching and Research Press.
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2005-10-31
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