An Empirical Investigation into Teacher-Student Interactional Silence in College Translation Classroom

保存先:

書誌詳細
出版年:	The Educational Review, USA vol. 9, no. 5 (2025), p. 546-552
第一著者:	Cheng, Yanhua
その他の著者:	Ping, Haixia
出版事項:	Hill Publishing Group Inc
主題:	Students Comprehension Teaching methods Intercultural communication Silence College students Classroom communication Data analysis Teachers Anxiety Hypotheses Participation Classroom observation Motivation Skill development Self-efficacy Interpersonal communication Translation instruction Software Feedback Tourism Interviews Skills Individual differences Research methodology Linguistic competence Second language learning Data collection Communication skills Tests Intercultural competence English language Teaching Environmental aspects Strategies Language attitudes Language Critical thinking Student teacher relationship Questioning Classrooms Regression analysis Student Development Factor Analysis Cognitive Processes Affective Behavior Language Acquisition College English Instructional Effectiveness Evidence Based Practice Language Proficiency Educational Strategies Educational Quality Competence Language Skills Educational Methods Class Size Environmental Influences Classroom Observation Techniques Elementary Secondary Education Cultural Influences Educational Facilities Improvement Classroom Environment
オンライン･アクセス:	Citation/Abstract Full Text Full Text - PDF
タグ:	タグ追加タグなし, このレコードへの初めてのタグを付けませんか!

その他の書誌記述
抄録:	Effective teacher-student interaction is crucial for cultivating students' language competence, critical thinking, and intercultural communication skills in college English classrooms. However, the phenomenon of interactional silence has become a significant obstacle to teaching quality and student development. This study employs a mixed-methods approach, including classroom observation, questionnaire surveys, and semi-structured interviews, to analyze the current status, influencing factors, and countermeasures of classroom silence. Data analysis reveals that silence is primarily shaped by student-related factors (e.g., language anxiety, low motivation), teacher-related factors (e.g., monotonous questioning strategies, inadequate feedback), and environmental factors (e.g., large class size, oppressive atmosphere). Multiple regression analysis further indicates that language comprehension barriers, neglect of language skill development, and utilitarian attitudes toward exams are significant predictors of silence. Based on these findings, strategies such as fostering a relaxed classroom climate, optimizing questioning techniques, and addressing individual differences are proposed to enhance interaction. The study contributes to both theoretical understandings of classroom dynamics and practical teaching improvements.
ISSN:	2575-7938 2575-7946
DOI:	10.26855/er.2025.05.010
ソース:	Education Database