【導讀】缺少實證方面的深入研究。因此，在相關理論研究的基礎上，本研究以蘇州科技學院。查，以實證為依據，探究導致英語課堂學生沉默的原因和解決方法。經變成提高英語課堂效率的阻礙因素，甚至還會造成更大程度、更廣范圍的惡性循環(huán)。因此，解決課堂沉默問題是很必要的，不僅需要從師生雙方探究原因，還要聯系實際，最終打破沉默堅冰，構建和諧高效的英語課堂。

　　

【正文】 t Do the FTA” strategy Studies at abroad In order to find out the reasons for students’ silence, some language scholars have done much experiment with multiple perceptive. Reda (2020) conducts the research on students’ silence by examining the impacting 蘇州科技學院本科生畢業(yè)論文 8 factors of teachers and pedagogies which will lead students to decide whether to speak or to be silent in class. From the results, she finds that “small gestures” encourage students to speak, which actually reflects the cultivation of teacherstudent relationships. Teachers’ questioning method and attention on feedback will produce psychological hint on students. The positive hint will promote active engagement in class. Nakane (2020:75100) focuses on a typical case analysis. On the basis of the former research, she explores three Japanese students in Australian university in a narrow way What she has found indicates that Japanese students’ participation is strongly influenced by immediate contextual factors , including the participant structures, main topic, and coparticipants’ understanding and performances. She draws the conclusion from the Japanese students’ case that silence can be coconstructed in ongoing negotiation of participation in the classroom. Tatar (2020:284293) makes the qualitative descriptive multicase study of four Turkish graduate students’ classroom participation experiences. Students’ own perceptions are taken into account. Tater summarizes that to nonEnglishspeaking students, there are five dimensions of silence. Those include silence as: (a) a means of participation。 (b) a facesaving strategy。 (c) a reaction to others’ contributions。 (d) a product of a feeling of inarticulacy。 (e) a sign of respect for authority and concern for others. 2. An empirical study of students’ silence in EFL classroom Students’ silence is a mon phenomenon in classroom context in university. The whole research will revolve around the factors related with students’ silence. In order to make theoretical analysis more closely bined with actual situation, the means of questionnaires is employed to collect data for analyzing the factors which may impact students’ participation in EFL classroom. Research questions This thesis aims to investigate the causes of students’ silence in EFL class and the procedure those factors affect students’ silence. There are two main questions to explore as below: 蘇州科技學院本科生畢業(yè)論文 9 (1) What are the factors that correlate with students’ silence? (2) How do teachers and students perceive students’ silence? Research methodology Research subjects The research was done in Suzhou University of Science and Technology. The subjects were chosen from juniors and sophomores from English major. This research lasted from March to May of 2020 for two months. Specifically, the research subjects involved 94 students from 4 different classes. Among them were 58 females and 36 males. The participants age in the range from 20 to 22. Juniors and sophomores were selected to attend the survey considering they have adapted themselves to the university life and study and they all have at least eight years’ English learning experience at school. English major students attend many English related courses and there exists much more opportunities to observe and investigate classroom interaction between teachers and students and among students. Research materials Referred to the previous studies of Meyer (2020:173180), questionnaire was designed to provide the thesis with the results of investigation from real English teaching and learning condition. Contents and questions can refer to Appendix 1. The questionnaire items were responded to on the Likert Scale fivepoint. Likert items are appropriate for measuring opinions, beliefs, and attitudes (DeVellis 2020). DeVeills (2020:159) explained that “although, strictly speaking, items using Likert or semantic differential response formats may be ordinal, a wealth of accumulated experience supports applying intervalbased analytic methods to the scales they yield”. Research procedure 94 participants were given questionnaire and finished in 20 minutes before class begins to ensure enough time for consideration. The questionnaire included 30 questions and all the questions were specially designed in Chinese in order to make sure the participants can prehend and understand the meaning of every question. All questionnaires were done anonymously to collect the participants’ nature voice about the issue. The variables in the survey aim to investigate the students’ understanding of the phenomenon of silence and explore the factors which will influence students’ engagement style in EFL classroom. 蘇州科技學院本科生畢業(yè)論文 10 Data collection and analysis Data collection There were 94 participants from 4 classes of English majors taking part in the survey. All of the questions in the questionnaire were designed as the form of clicking the proper answers simply from students’ first impression and nature response. Participants pleted the questionnaires independently and students would not be influenced by each other. After collecting all the questionnaires and summing by Likert Scale, the author input all the data into the puter and made statistical procedures through the program of EXCEL. Data analysis The questionnaire consists of 30 items and the author will adopt the LikertScale fivepoint measure questionnaire data to explore the factors that influence students’ performance in EFL classroom. Students are asked to click their frequency of behavior, from1 (never) to 5 (very often), or their level of agreement from 1 (strongly disagree) to 5(strongly agree) Table 1 LikertScale fivepoint never barely sometimes often very often 1 2 3 4 5 strongly disagree disagree neither ag