Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition

Description

What is the state of that which is not spoken? This book presents empirical research related to the phenomenon of reticence in the second language classroom, connecting current knowledge and theoretical debates in language learning and acquisition. Why do language learners remain silent or exhibit reticence? In what ways can silence in the language learning classroom be justified? To what extent should learners employ or modify silence? Do quiet learners work more effectively with quiet or verbal learners? Looking at evidence from Australia, China, Japan, Korea, and Vietnam, the book presents research data on many internal and external forces that influence the silent mode of learning in contemporary education. This work gives the reader a chance to reflect more profoundly on cultural ways of learning languages. Cover Half-title Title Copyright Contents Foreword Acknowledgements 1 Repositioning Silence Rationale of the book Focus of the book Research contexts Research perspective Connecting with current social theories Interpreting silence discourse The spectrum of silence Major distinctions between silence and reticence Silence and the silent period Silence in relation to communicative competence The place of silence in second language acquisition (SLA) Silence and L2 input Silence and L2 output Non-verbal influences on speech production Conclusion 2 Australian Perspectives on Silence Language learning needs in Australia Australian perspectives on silence Background of participants Research design The researcher’s position Data collection method Data analysis Data discussion and findings Conclusion 3 Chinese Perspectives on Silence Silence discourse in China The context of Chinese silence The gaps in silence research The present study Research findings Towards an ideology in verbal contribution Conclusions 4 Japanese Perspectives on Silence Background: the Japanese educational context Recent discourse on Japanese silence Research focus and participants’ profiles Research methodology Findings and discussions Conclusion 5 Korean Perspectives on Silence Second language education in Korea Korean perceptions of silence Research aims and participants Findings and implications of silence in education Rethinking classroom harmony Factors influence the desire to be silent or talkative Types of silence Conclusion 6 Philippine Teachers’ Use of Silence Silence in pedagogy Research focus and participants Research instruments and data analysis method Data analysis and key findings Interpreting students’ reaction Unpacking challenging lesson content Conclusion 7 Vietnamese Perspectives on Silence Vietnamese discourse on silence The study Data discussion and main findings Conclusion 8 Implications of Silence for SLA and Pedagogy Different and common views on silence Perceptions of silent peers Characteristics of silence Potential transfer from inner speech to verbal output Silence in peer relationship Rethinking silence in East Asian and Anglo-Western cultures Evidence of a proactive silent period The flexible dynamics of silence Silence as autonomy The need for silence literacy acquisition Educational implications: silent engagement pedagogy (SEP) A proposed learning model Suggested activity – experiencing the senses Implications of silence for learner and teacher development programmes Silence as political struggle A look to the future References Index