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umptions for the target language’s patterns and functions, which areverified by comparison with their output. While, metalinguistic function means theprocess of using language to reflect language, which can allow learners to internalizeand absorb what they have learned. As an intuitive form of classroom output,speaking conduces to cultivate learners’ fluency and accuracy in the use of thatlanguage, which forces them to give considerations to both the semantic and syntacticprocessing. However, with in-depth study in senior school, more and more languagepoints cover up students’ initiatory interests in English learning. Students graduallytend to keep silent in English classes, which not only goes against them to find theirown problems, but hinders the improvement of their language competence. Therefore,teachers are supposed to pay more attention to students’ silence and promote students’effective output. In this way, students’ comprehensive language ability andcommunication skills will be gradually improved.
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Chapter III Research Design.......22
3.1 Research Questions........22
3.2 Research Participants..... 22
3.3 Research Instruments..... 23
3.4 Research Procedure........27
3.5 DataAnalysis.........28
Chapter IV Research Results.......30
4.1 Results from the Classroom Observation...........30
4.1.1 Whole Class Oral Participation Results............ 30
4.1.2 Results of the notes Part........31
4.2 Results from the Questionnaire........33
4.3 Results from the Interview......35
Chapter V ResultsAnalysis and Discussions.........37
5.1 The Present Situation of Senior High School Students’English ClassroomSilence..........37
5.1.1Analysis of the Classroom Observation Results.........37
5.1.2Analysis of the Questionnaire Results......38
5.1.3Analysis of the Interview Results....39
5.2 Main Reasons for Students’English Classroom Silence......41
5.3 Suggestions for Breaking Students’Classroom Silence.......53

Chapter V Results Analysis and Discussions

This chapter mainly focuses on the analysis and discussion of the researchresults from the investigation. Firstly, it starts with the present situation of high schoolstudents’silence in English classes. Secondly, the author explores the possible reasonsleading to students’ silence. Thirdly, some suggestions are put forward to reduce theoccurrence of classroom silence.

5.1 The Present Situation of Senior High School Students’English Classroom Silence

Based on the analysis of results got from the COPS, a full picture of theclassroom silent situation can be seen.The quantitative data (Table 4.1) produced by the COPS are indeed surprising.Teachers spend nearly one half (46.67%) of the class duration on their initiated talk,only less than one-tenth (8.33%) of the time for response, which means more than onehalf of the entire class duration was occupied by teachers. In contrast, the percentageof students’ total discourse, including their initiated talk, response and talk in groupwork, is less than one-fourth (23.86%) of the whole. The teacher’s absolute dominantposition in English class discourse is evidently revealed from the data, which isconsistent with the notes the researcher has taken down during observation. The notesshow teachers still adopt the traditional teaching methods in the 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。