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大学英语课堂消极沉默现象的起因及对策研究的中期报告.docx

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大学英语课堂消极沉默现象的起因及对策研究的中期报告 Introduction Asacommonphenomenonintheuniversityclassroom,negativesilencecansignificantlyimpactthequalityofeducationandlearningoutcomes.ThisstudyaimstoidentifythecausesofnegativesilenceincollegeEnglishclassroomsandproposeeffectivestrategiestoaddressthisissue.Thereportpresentsthefindingsfromtheliteraturereviewandpreliminarydataanalysis. LiteratureReview Severalstudieshaveexploredthecausesofnegativesilenceintheuniversityclassroom.Onesignificantcauseisthelackofmotivationandengagementamongstudents.Forinstance,studentsmayfeeldisinterestedordisengagedinthelearningprocessduetoinadequatepreparationorlowself-confidence(FrancisandSimpson,2017).Additionally,thequalityofinstruction,suchasateacher'steachingstyle,lackofclarityincommunication,orinsufficientfeedback,canalsocontributetonegativesilence. Anothercommoncauseofnegativesilenceisculturalandlinguisticbarriers.Inthecaseofnon-nativespeakersofEnglish,theymayfearmakingmistakesand,therefore,choosetostaysilent(Mori,2014).Similarly,culturalfactors,suchasapreferenceforindirectcommunicationoralackofconfidenceinchallengingauthorityfigures,cancontributetonegativesilence(JiangandMorimoto,2018). PreliminaryDataAnalysis ApreliminaryanalysisofthedatacollectedthroughsurveysandclassroomobservationsindicatesthatnegativesilenceinthecollegeEnglishclassroomisacomplexphenomenon.Thedataillustratesthatfactorssuchasteacher-centeredinstruction,ambiguityinexpectations,anxiety,andfearoflossofface,andoveralldisinterestintheclassarerelatedtonegativesilence. Furthermore,foreignlanguagestudentshavereportedahigherfrequencyofnegativesilencecomparedtotheirnative-speakingcounterparts.Inadditiontofearofmakingmistakes,beingunabletofollowtheclass,andlackofunderstanding,culturalbarriersandlackofconfidenceinchallengingtheteacherarealsoreportedassignificantbarriers. ConclusionandRecommendations Inconclusion,negativesilenceincollegeEnglishclassroomshasseveralunderlyingcauses,rangingfrommotivationalissuestoculturalbarriers.Therefore,addressin