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acquisition, can trace back on Vildomec’s study in 1963. He proposes that learners would be influenced by the second language (L2) in the course of TLA even though the third language (L3) is irrelevant to L2 in terms of phonetics (Leopold &Vildomec, 1965). As an independent research realm, TLA has got wide attention since 1980s, when Ringbom (1987) published The Role of the First Language in Foreign Language Learning, a book about TLA. Before understanding the meaning of TLA, the definition of SLA needs to be explained. Some foreign scholars refer it to the acquisition of any other languages like the third and fourth language except the first acquired language (Ellis, 1994). However, the specialty of L3 is neglected, which stimulates the widespread research on TLA. Jorda (2005) mentions that L3 is a general concept, which does not determine the number of languages acquired by learners, but refers to one or more languages learners are learning beyond the native and second acquired language. 

Chapter Three Methodology ............................ 21

3.1 Research Questions ........................... 21

3.2 Subjects .............................. 22

Chapter Four Findings and Discussion ...................... 29

4.1 The Current Situation of English Classroom Silence in the Minority Area............29

4.1.1 Questioning and Answering ............... 29

4.1.2 Group Discussion ............................ 31

Chapter Five Conclusion ............................. 52

5.1 Major Findings ............................. 52

5.2 Limitations of the Research .......................... 54

Chapter Four Findings and Discussion

4.1 The Current Situation of English Classroom Silence in the Minority Area

To know the current situation of students’ English classroom silence in the minority area, in this research, subjects to be observed include 3 grade 1 classes and 3 grade 2 classes. There are three types of lessons involved in classroom observation of each class, listening and speaking, reading as well as writing. Each type of lesson in each class is observed 3 times, adding up to 54 lessons. Questioning and answering, as well as group discussion are two main activities to be studied to understand the silent condition in English classes of each type. The data of record sheets of classroom observation and interview is managed and analyzed. The results are as follows. 

4.1.1 Questioning and Answering

Analyzing the results of investigation through classroom observation and interview, some defects of teachers’ questioning in English classroom are revealed. 

Firstly, the frequency of questioning in most of English lessons is fairly high, reaching thirty questions a class, as the following chart presents (see Table 4.1). In listening and speaking class, there are 12 classes occurring over 20 times of questioning a lesson. More significantly, in all 18 reading classes, teachers raised over 20 times of questions. Teachers don’t have so many questions in a writing class because students have more chance to practice. 

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