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摘要：本文是英语语言学论文，In view of the phenomenon that students of higher vocational colleges arepassive in classroom participation in oral English class, the purpose of this research isto investigate the preference of students’ participation behaviors and to what extentthe factors such as students, teachers, environmental and cultural factors affectstudents’ participation in the vocational college oral English class .

ticipationrefers to students’ invisible participation, so it is a mental process. However, theexplicit one indicates students’ visible participation.According to Richard R. Day(1984), classroom participation are responses toteachers’ general solicits and self-initiated turns for the purpose of his study ofexploring the relationship between student participation in the ESL classroom andproficiency in English, use of the target language outside the classroom, and fieldsensitivity. Multicultural education is becoming increasingly important. Schoolsystems have an expectation for increased participation of people from differentcultural groups. Participation in the classroom can enable students to develop socialskills, increase recall of information, improve presentation skills, and increase theirscope for improving the quality of work (qtd in Sauman Chu & Joo Hei Kim,1999:21-24).To be brief, classroom participation means that students take part in classroomactivities either mentally or visibly. In this paper, it focuses on students’ visibleparticipation in oral English class, particularly explicit participation.

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2.2 Classroom participation behaviors
Classroom participation behaviors refer to the behaviors of students participatingin classroom activities. There are many kinds of classifications of classroomparticipation behaviors in the former studies. Generally, they are as follows:According to the nature of the classroom activities, it can be divided into activebehaviors and passive behaviors. In the classroom, students are willing to involve inactivities, which can be looked as active behavior; on the contrary, if students are notwilling to involve in activities, they are passive behavior. Fundamentally, the studentsengaged in activities on the basis the regulations of subject and the teacher's plan.Generally, they are passive behaviors, and the question that challenges EFL teachers ishow to turn students from the passive to active participant of the classroom activities. According to the scale of the students' activities, it can be divided into individualbehavior and group behavior. The individual behavior, it is also called independentbehavior, refers to the individual activities alone. The group behavior means that twoor more students take part in activities together. The students’ individual behaviorshould be the basic, important activity in classroom. Group works is alsoindispensable, because group behavior can restrict, promote the behavior of theindividual, and only group behavior can fully display the value and significance of theindividual behavior.According to the role of student’s activity, it can be divided into positivebehavior and passive behavior. Whatever is beneficial for the individual’s Healthygrowth and classroom activities, it is the positive behavior. On the contrary, it ispassive behavior.
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Chapter Three Methodology.... 13
3.1 Research questions......13
3.2 Participants......13
3.3 Instruments......14
3.3.1 Questionnaire .........1
43.3.2 Interview ....15
3.4 Data collection ......15
3.5 Data analysis .........16
Chapter Four Results and Discussion....... 17
4.1 Preference of students’ participation behaviors.....17
4.2 Main factors affecting students’ participation in oral English class ....21
4.2.1 Students’ factors .....21
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