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ion. The first one is psycholinguistic silence, which takes time either toreason and organize as a speaker or to evaluate and respond as a listener. The secondis interactive silence, which has an intensive pause in communication, such asdialogue, debate, discussion and conversation, so interactive silence which helpspeople to infer the meaning of both sides, so it is longer than psycholinguistic silencein terms of time. The last is social cultural silence, which seems to be the basis of thefirst two ones because social and cultural customs may "manipulate bothpsychological and interactive silences"(Bruneau, 1973). In addition, there are fourkinds of silence are pointed by Kurzon (2007) in social interaction, and they areconversational, thematic, textual and situational interaction.
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2.2 Researches on Students' Silence Abroad and at Home
Researches on students' silence at abroad which is earlier than researches at home. Therefore, many professors and scholars in China studied on students' silencebased on researches from foreign countries to some extent. Hall published the silent language in 1959, which raised people’s attention allover the world. Hall studied four parts in his book, and they are body language,paralanguage, object language and environment language. According to Hall (1959),silence provides nonverbal clues to the cultural beliefs and activities of a given group(Hall, 1959).Scholars in abroad have carried lots of researches on students' class silence.According to Sebeok (1977), silence also acts as a zero sign and it is signifiedprecisely by their very absence in semiotics. The existence of silence in secondlanguage learning contexts can be a source of conflict between teachers and studentseven among students. Previous researches confirm that students spend much time onsilence in the class.
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Chapter Three Research Design.....14
3.1 Research Questions.....14
3.2 Research Subjects .......14
3.3 Research Instruments ........16
3.3.1 Questionnaires.........16
3.3.2 Research Interviews ......16
3.4 Results and Analysis of Data ........17
3.4.1 Results and Analysis of Questionnaires......17
3.4.2 Results and Analysis of Interviews .......19
3.5 Summary .........20
Chapter Four Solutions and Motivations to Reduce....23
4.1 Solutions to Reduce Students’ Silence in College.......23
4.1.1 Teachers as Stimulators.......23
4.1.2 Teachers as Organizers........25
4.1.3 Teachers as Helpers.......28
4.2 The Influences of Teaching Effect after Applying.........29
4.3 The Motivation of Employing Constructivism to Reduce .......33
Chapter Five Conclusion....35
5.1 Summary of Major Findings.........35
5.2 Limitations of This Study .......36
5.3 Recommendations for Future Studies.......37

Chapter Four Solutions and Motivations to Reduce Students’ Silence in College English Teaching

4.1 Solutions to Reduce Students’ Silence in College English Teaching
Increasing class activities in the class is necessary, because the atmosphere in theclass is too boring. Besides, group discussion and debate are also a dispensable part toimprove oral English. Group discussion can individualize instruction in terms of level,speed and approach. Group discussion promotes positive effect such as motive本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。