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Programme: accepted abstracts

Abstract ID: 349

Part of General Paper Session (Other abstracts in this session)

Classroom silence: voices from Japanese EFL learners

Authors: Harumi, Seiko
Submitted by: Harumi, Seiko (Cardiff University, United Kingdom)

This paper addresses the issue of Japanese EFL learners' classroom silence in cross-cultural settings. Classroom silence, particularly among Asian EFL learners, continues to attract discussion which emphasises its socio-cultural influence on active learner participation in EFL class. Particular attention has been paid to students' lack of confidence in speaking and native English teachers' frustration when encountering agonizingly prolonged silence, not knowing what it means, why it occurs or how to respond.

The existence of silence in SLA contexts can be a source of conflict among participants. It can also be an obstacle to acquiring the target language it self. In order to tackle this problem, and to illustrate dynamic characteristics of classroom silence, this study draws on insights which are the outcome of an ethnographic and qualitative approach and interprets the roots, functions and meanings of silence from a socio-cultural perspective.

This study adopted two methodologies: first a questionnaire survey which was completed by Japanese EFL learners, native English teachers and Japanese English teachers and second, the analysis of the 6 hours' classroom interaction in Japanese EFL classroom and the video-viewing sessions were set up. The study aimed to elicit learners' and techers' views on silence and also to examine whether a mismatich of perceptions exists.

The present study suggests that fruitful cross-cultural communication can only occur with constant mutual participation in the classroom by both learners and teachers who support and respect multiple cultural values concerning speech and silence. It also proposes that learners' indirect and ambiguous silent messages are opportunities and the starting point for the pursuit of fulfilling interaction. The questions of identity and the role of cultural and contextual factors in the use of silence are addressed and the study suggests possible pedagogical approaches which could be implemented in relevant and varied learning contexts.