高职学生英语课堂沉默之教师因素及其对策研究

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1、AStudyonTeacher’SfactorsAffectingVocationalCollegeStudents’SilenceinEnglishClassandtheCountermeasuresThesisPresentedtoTheCollegeofForeignLanguagesZhejiangNonnalUniversityInPartialFulfillmentoftheRequirementsFortheDegreeofEd．MByXiongLiliUndertheSupervisionofAssociate

2、ProfessorZhangTaoZhejiangNormalUniversityMay2013ACKNOWLEDGEMENl’SACKNoWLEDGEMENTSIntheprocessofwritingthisthesis，I’vereceivedgenerousassistanceofferedbythefollowingindividuals，withoutwhichthepresentpaperwouldn’thavebeencompleted．Firstandforemost，1wouldliketoextendmy

3、sinceregratitudetomysupervisor，AssociateProfessorZhangTao，forherilluminatingguidanceandcontinuousencouragementthroughouteverystageofcompletingthisthesisIamalsoindebtedtosomeotherteachersintheCollege，ProfessorsWuBenhu，HuangAifeng，YuZechao，andZhenXiaohong，tomentionafb

4、w，fortheirinvaluablesuggestionsandinsightfulcommentsonthepaper．Appreciationisalsoextendedtomycolleaguesandclassmatesfortheirhelpandencouragement．Finally,Iowethankstomyparents，husbandanddaughterfortheirunderstand—ingandsupportduringmystudyABSTRACTEnglishclassisthemaj

5、orplatformtocarryoutEnglishteachingandtomaintainteacher—studentscommunication．TheresultofclassroomteachingdependslargelyontheresponsesoftheStudents．Whilealotofpreviousresearchesindicatethatthestudents’negativesilenceinEnglishclasshasbecomeaverycommonphenomenoninChin

6、a，whichisagreatbarriertothecultivationofs．tudents’oralcommunicativeability,therealizationofteachinggoals，andtheimprovementofEnglishteachingefficiencyinvariouskindsofschoolsThisproblemhaswonincreasingattentionfromthescholarsathomeandabroad，butmostofthepreviousrelevan

7、tstudieslaygreatimportanceonthecomprehensiveanalysisoftheinternalandexternalreasonsforstudents’classroomsilenceatthesametime，suchasstudents’factors，teacher’Sfactorsandsocial—culturalfactorsComparatively,thein—depthresearchintoacertainmajorreasonisstilllacking·Infact

8、，teacherhasanimportantinfluenceonstudents’classroomparticipation，whilethestudiesfocusingonteacher’Sfactorsofstudents’classroomsilenceissti