| The vocational school students' English is regularly poor due to the lack of opportunity to speak English with native speakers in their school and daily life.As a result,they often keep silent or are unwilling to participate in classroom discussions even if they know the answers when the teacher raises the questions.Even if teachers have the idea to enrich classroom teaching means,the silent feedback in the English classroom makes them fail to know the students' cognitive feelings.As students do not cooperate with teachers,it is difficult to carry out teachers' teaching evaluation and to adjust the teaching schedule.From the analysis of English classroom silence,the reason of students' silence can be found.This paper introduces ** Vocational Education Center as an object of case study and randomly selects a class of 40 students and its tutors as observations.From the analysis of English classroom teaching,learning and silent performance with observation method,questionnaire method and interview method,it is concluded that the factors which affect the classroom silence can be divided into positive silence from students,passive silence from teachers and other aspects.For the problems appeared in the paper,the ways to break the ice of vocational school English classroom silence from the aspect of teachers,students and schools are put forward.For teachers,traditional teaching ideas can be changed and positive classroom atmosphere can be built.As a result,teachers with professional knowledge should use information-based teaching to realize pragmatic function.For students,competitive mechanism should be introduced to improve cooperative awareness and to enrich the classroom English culture.What's more,the single evaluation mode can be changed and extracurricular course resources can be expanded.The school-based teaching textbook should be developed to promote the transformation of knowledge and to broaden the students' vision. |
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