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91:192). In second language classrooms where learners oftendon't have a great number of tools, teachers' questions provide necessary steppingstone to communication (Brown, 1994). Brock (1986) also contends that the kinds ofquestions teachers ask can significantly affect the quality and quantity of studentinteraction in class. Therefore, teacher questioning is a very important aspect ofclassroom interaction. If used properly，their questions can help lead to productivecommunication in class and help facilitate second language learning. Otherwise,students remain reticent. Because of its important role in English language teachingand learning, teacher questioning strategies, as a key for effective questioning, havearoused the author's interest to find out how it can contribute to the interactiveclassroom, breaking student reticence in vocational colleges where the reticentsituation is extremely prominent.

Chapter 2 Literature Review

2.1 Student Reticence
The teaching and learning process in classroom is conducted throughcommunication between teachers and students. Therefore, reticence happens,especially student reticence. The most common situations appear as follows: Afterteachers raise questions in class, no response is received from students; whendiscussions are assigned by teachers, most students do not participate; while studentshave doubts in class, they would not turn to teachers. All of these are typical factsabout student reticence in classroom. As Liu Xiangqian pointed out, reticence can beregarded as a collection of obstacles of communication in class (Liu Xiangqian, 2005).In this sense, student reticence in class could be seen as a reflection of the failure ofcommunication between teachers and students. When student reticence occurs, itindicates that teachers should make some change in their teaching.

2.1.1 Definition of Reticence
According to Oxford Advanced Learner's Dictionary of current English withChinese Translation (1993: 969)，“reticent，’ means “in the habit of saying little; notsaying all that is known or felt; reserved".Phillips, who coined the term “reticent” and introduced it to the field ofcommunication，claimed that “people avoid communication because they believe theywill lose more by talking than by remaining silent, we refer to it as reticence”(Phillips, 1984:52). Burgoon (1976: 62) defined reticence as “unwillingness tocommunicate” due to such personality traits as low-esteem, alienation andintroversion. McCroskey (1977: 78) stated that a subset of reticence wascommunication apprehension (CA), or “an iiidividuars level of fear or anxietyassociated with either real or anticipated communication with another person orpersons". People who experienced a high level of CA would “withdraw from and seekto avoid communication when possible” (McCroskey, 1977: 79). Based on previousresearches of reticent individuals, Keaten and Kelly presented that reticence was “the behavior that people avoid communication because they believe it is better to remainsilent than to risk appearing foolish” and reticent individuals “have a tendency toavoid communication, that is, to engage in chronic silence out of fear of foolishness”(Keaten & Kelly, 2000: 168). They suggested that reticent people might not reallylack communicative skills, but it is they themselves who thought they did.

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