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1、AcknowledgmentsIamgratefulinthefirstplacetomysupervisorProfessorWangYun,whohassupportedmeallthetimeduringtheprocessofwritingthispaper.Iappreciateherpatienceandcautiousness.Iwouldnothaveaccomplishedthisthesissuccessfullywithoutherconsistenthelp.What’smore,Iwouldliketoacknowledge
2、myschool-SuzhouUniversityofScienceandTechnologyforgrantingmethepreciouschancetofurthermyEnglishstudy．Inmyprocessofwritingandcompletingthispaper，Ihavebenefitedalotfromthepeoplearoundme.Iwanttothankyouforthesterlinghelpofmyfriends.BesidesIwanttothanktheauthorsofbooksandpapersthat
3、providemewithplentyofinformationandreferences.Lastbutnotleast,Iwillgivemygratitudetomyfamilymembers,whohavesupportedandencouragedmeallthetime.摘要随着英语课程改革，将学生作为课堂核心这一要求的提出，使得越来越多的教育学者关注英语课堂学生沉默现象。然而国内在这方面的许多研究停留在理论方面,而缺少实证方面的深入研究。因此，在相关理论研究的基础上，本研究以苏州科技学院英语专业的学生为研究对象，将问卷调查和课堂观察的方
4、式结合，从学生角度进行调查，以实证为依据，探究导致英语课堂学生沉默的原因和解决方法。通过研究，我们发现造成英语课堂沉默现象的原因不仅在于老师的教学方式、态度以及学生的态度、个性、动机等方面，同时还会受到其他因素的影响，这些因素已经变成提高英语课堂效率的阻碍因素，甚至还会造成更大程度、更广范围的恶性循环。因此，解决课堂沉默问题是很必要的，不仅需要从师生双方探究原因，还要联系实际，最终打破沉默坚冰，构建和谐高效的英语课堂。关键词：英语课堂；学生沉默现象；课堂参与；实证调查AbstractAccordingtotheNewCollegeEnglishCur
5、riculumRequirements(2007:25),thestudent-orientedpatternhasbecomethefocusofclassroomreform.Moreandmoreeducationworkersshifttheirattentiontothephenomenonofstudents’silenceinEFLclassroom.However,mostoftheresearchinthisareafocusesontheoriesandlacksdeepstudiesfromtheempiricalperspec
6、tive.So,basedonrelevanttheoreticalresearch,thisstudytakesstudentsofSuzhouUniversityofScienceandTechnologyasourobjectivesandadoptsaquestionnairetoexplorethefactorscausingstudents’silenceinEFLclassroom.Resultsofthestudydemonstratethatthereasonsofstudents’silencearenotlimitedtotea
7、chingmethodology,attitudeonteachers’sideandattitude,personality,motivationonstudents’side.Therearealsootherrelatedfactors,whichobstructtheefficiencyinEFLclassroom,andevencanleadtoaviciouscycle.Therefore,itisreallycriticaltosolvetheproblem.Theexplorationshouldbemadefrombothsides
8、ofteachersandstudents,thustobreaktheiceofsilenceandcre
