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Thus, taking a high school in a minority area in Le Shan with the preponderance of the Yi students as the research background, the research is going to conduct a survey to achieve the following goals: (1) it attempts to explore the degree in which senior high students’ English classroom silence is in the minority area; (2) it is about to dig the causes of the phenomenon of senior high students’ English classroom silence in the minority area; (3) it is going to produce several solutions to make the situation turn around. 

Chapter Two Literature Review

2.1 Critical Concepts 

In this part, two concepts are going to be introduced and illuminated, involving classroom silence and minority area. It tends to make clear the theme of the study and the scene where the study happens, which is the prerequisite of the following research. 

2.1.1 English Classroom Silence

An old and famous saying, “silence is golden”, reveals the value and significance of silence in daily communication implicitly. Its notion has directly or indirectly influenced generation after generation, bringing both positive and negative outcomes. As the theme of this study, it is of great consequence to understand the concept of “silence” and its extension to classroom, English classroom in particular.

Before plumping into the detailed information of classroom silence, it is necessary to acquire the definition of silence. “Silence”, first mentioned as “reticence”, is produced by Gerald M. Phillips in his work The Problem of Reticence in 1965. After several times of revision by himself, it is deemed as “communication incompetence”, including cognitive and behavioral dimensions, which is expounded as people’s avoidance of communication because they believe they are lack of related skills. (Phillips, 1991, 1997). Then, Keaten and Kelly (2000) reconceptualized it on the basis of the production of Phillips, defining it as a communication problem of people, and believed that “it is better to remain silent than to risk appearing foolish.” The distinction is that former one leans to the negative facet of silence, while the later one can be either positive or negative based on different communicative contexts. Scholars in our country also came up with several interpretations of the definition of silence, among whom is Shi Guangjun (2017), defining it from a broad view. Silence is a nonverbal behavior with or without consciousness. In this sense, silence is likely to be caused by a variety of factors rather than people’s anxiety or inadequate skills. In communicative linguistics, silence entails all forms of nonverbal communication. Liu Xiangqian (2005) made it more specific and comprehensive. It is a nonverbal communicative behavior without sounds and fixed sematic meaning presented by communicative subjects. 

2.2 Theoretical Basis

There are two theories involving Third Language Acquisition and Swain’s Output Hypothesis presented and interpreted in this part, providing theoretical foundation for the research on students’ English classroom silence in the minority area.  

2.2.1 Third Language Acquisition

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