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Chapter Five Conclusion and Implications ....34
5.1 Major Findings of the Research.........34
5.2 Pedagogical Implications of the Present Study........35
5.3 Limitations and Suggestions for Future Research .....36

Chapter Four Results and Discussion

4.1 Students’ classroom silence degree
The first purpose of this study is to examine the wide existence and the degreeof students’ classroom silence. Descriptive statistics of the first 15 items areemployed to explore this research question, including mean, minimum, maximumand standard deviation. The findings of the interviews and classroom observationsare also used to further explain this research question. The results are presented inTable 4.1. As shown in Table 4.1, the mean value of students’ classroom silence degree is51.0859. The minimum of students’ classroom silence degree is 34.00 and themaximum reaches 69.00. And among the 15 items, the mean values of twelve itemsare above 3.0000. The maximum mean is 4.1094 corresponding to the fourthquestion “Do you actively communicate with teacher in English” and 67 subjects(52.3%) choose “rarely”. It indicates that students seldom actively speak English inclass. Thus, we can make a conclusion that college students’ silence in Englishlanguage classroom is rather serious.The standard deviations of the fifteen items range between .69800 and .97999.All the SD values are not very deviant to the central tendency, indicating thatsubjects’ responses are consistent. In the interviews with four teachers, theresearcher found that the teachers reached a consensus that students’ silence incollege English classroom was a common phenomenon. Teachers mentioned thatmost students kept silent and few students were willing to participate in theinteraction in English class. Many students considered it as meaningless to take partin classroom activities since it would not help them pass various exams. Besides, itwas observed from the classroom observations that a majority of students were verysilent and seldom answered questions. Many students even lowered their headswhen they were asked to answer the questions. We can see that both the students andthe teachers are responsible for the frustrating silence.
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Conclusion

In this study, 128 non-English majors in Jiangxi Normal University aresurveyed on their classroom silence degree and the main reasons triggering theirsilence. At the same time the researcher tries to examine whether there aresignificant differences in classroom silence between high proficiency level studentsand low proficiency level students. Based on the discussion of the quantitative dataand the qualitative findings, several major findings can be summarized as follows:First, college students’ silence in English classroom is a common phenomenonand the degree of college students’ silence is rather serious. Quite a number ofcollege students keep silent in English classroom and they are reluctant to participatein the interaction between the teacher and the students. Even though they areencouraged to ask questions or answer questions, they show no interest in it. Theyhold the belief that it is meaningless to involve in classroom activities since it is oflittle benefit for passing different kinds of exams.Second, the main causes triggering college students’ silence in Englishclassroom are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。