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1、高职院校英语课堂中沉默现象的研究ok3anbeings,therearetsoflanguagesavailabletomunicatethrough―verbalandnon-verballanguages.Theverballanguagereferstothespokenandsoflanguagesanmunication.AccordingtoBirdits30-35%informationinourdailymunicationation.Researchesonthenon-verballanguagehaveproveditsimportanceinhuma
2、nmunication,especiallyininter-culturalinteractionandspecificdiscourses.Silence,asauniqueunication,hasforalongtimecaughtpeople'sattentionandinspiredconcernsinbothChineseandEnglishlanguages.Chinesepeople,asequitefrequentlyusedidiomsandproverbstoindicatetheimportanceandfunctionsofsilence.Chin
3、eseandEnglishlanguagesshareasimilarproverb:"Silenceisgolden."InEnglishlanguage,peopleemphasizethevalueofsilencebyusingtheproverbslike"Noislikesilence."and"Silencedoesseldomharm."中国人持有的信念,“你越说,你犯的错误越多”,“舌头刎”,在日常的谈话,沉默是值得重视和关注,就像语音。由于沃斯基指出,在1993年,在通信沉默的研究应该被视为同样有效和互补讲话。作为高盛Eister节目的统计,约5%-65
4、%的通话时间(平均高达40%[1][2][3][4]下一页ok3oreyouspeak,themoremistakesyoumake.",and"Thetonguecutthethroat,"Indailyconversations,silencedeservesattentionandconcernjustasspeechdoes.AsJaunicationsilenceshouldbetreatedasequallyvalidandplementaryasspeech.AsthestatisticsofGoldman-Eistershoe(averagelyasmuch
5、as40%-50%)isoccupiedbysilence.Silenceeainlyfrominterrelatedperspectivesofpsychology,pragmatics,socio-cultureandsoon.Silenceexistsnotonlyinsocialmunication,butalsoinEFLclassroom.AccordingtoHarmer,asuccessfulforeignlanguageclassroomisbasedonelementsofengaging,studyingandactivating,eansclassr
6、oomteachingcan'tgoongstudentsinactivitieslikegroupdiscussion,debatesandthebasicpatternofaskingandansofChinesehighervocationalcolleges,manystudentsoftenrespondtoteachers'initiationsorquestionsunicationandparticipation.Silencecanbeinterpretedtobeeitherpositiveornegative.Ifsomethingpositiveun
7、derliesinsilence,itispositive.Forexample,silencemaybeasymbolofbeingrespectful,orrapportbetakeutterancesbeforetheyunderstandeachotherperfectly.Orsilencecanbenegativewhenithide下一页ok3shouldbeanalyzedcarefullyinthatilconveysmultiplemeanings.1.2ResearchpurposeThetu
