East Asian Perspectives on Silence in English Language Education

Erscheinungsjahr 2020
ISBN: 978-1-78892-676-8
Verlag: Multilingual Matters

Buch, Englisch, 184 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 473 g

Silence is a key pedagogical issue in language education. Seen by some as a space for thinking and reflection during the learning process, for others silence represents a threat, inhibiting target language interaction which is so vital during second language acquisition. This book eschews stereotypes and generalisations about why so many learners from East Asia seem either reluctant or unable to speak in English by providing a state-of-the art account of current research into the complex and ambiguous issue of silence in language education. The innovative research included in this volume focuses on silence both as a barrier to successful learning and as a resource that may in some cases facilitate language acquisition. The book offers a fresh perspective on ways to facilitate classroom interaction while also embracing silence and it touches on key pedagogical concepts such as teacher cognition, the role of task features, classroom interactional approaches, pedagogical intervention and socialisation, willingness to communicate, as well as psychological and sociocultural factors. Each of the book’s chapters include self-reflection and discussion tasks, as well as annotated bibliographies for further reading.

Autoren/Hrsg.

King, Jim

Harumi, Seiko

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Psycholinguistik, Neurolinguistik, Kognition
• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung

Inhaltsverzeichnis

Foreword

Chapter 1. Seiko Harumi and Jim King: East Asian Perspectives on Silence in English Language Education: An Introduction

Chapter 2. Dat Bao: Silence, Talk, and In-betweens: East-Asian Students’ Responses to Task Challenge in an Australian University

Chapter 3. Seiko Harumi: Approaches to Interacting with Classroom Silence: The Role of Teacher Talk

Chapter 4. Jim King, Tomoko Yashima, Simon Humphries, Scott Aubrey and Maiko Ikeda: Silence and Anxiety in the English-medium Classroom of Japanese Universities: A Longitudinal Intervention Study

Chapter 5. Kate Maher: A Cognitive-behavioural Theory-based Approach to Examining L2 Learners’ Silent Behaviour and Anxiety in the Classroom

Chapter 6. Michael Karas and Farahnaz Faez: Communicative Language Teaching and Silence: Chinese (pre-service) Teachers’ Perspectives

Chapter 7. Simon Humphries, Nobuhiko Akamatsu, Takako Tanaka and Anne Burns: Silence in Japanese Classrooms: Activities and Factors in Capacities to Speak English

Chapter 8. Jian-E Peng: Willing Silence and Silent Willingness to Communicate (WTC) in the Chinese EFL Classroom: A Dynamic Systems Perspective

Chapter 9. Amy B M Tsui and Rintaro Imafuku: Silence in EFL Classrooms Revisited

Über Autor(innen)

King, Jim
Jim King is based at the University of Leicester where he directs the institution’s campus-based postgraduate courses in applied linguistics and teaching English as a second language. His books include the monograph Silence in the Second Language Classroom (Palgrave Macmillan, 2013) and the edited volumes The Dynamic Interplay between Context and the Language Learner  (Palgrave Macmillan, 2015), The Emotional Rollercoaster of Language Teaching (with Christina Gkonou and Jean-Marc Dewaele, Multilingual Matters, 2020) and East Asian Perspectives on Silence in English Language Education (with Seiko Harumi, Multilingual Matters, 2020).

Harumi, Seiko
Seiko Harumi is a Lecturer in Japanese and Applied Linguistics (Education) at SOAS, University of London. She holds a PhD in Applied Linguistics from the Institute of Education, University of London. She has taught English, Applied Linguistics and Japanese in Japan and currently teaches in the United Kingdom. Her academic interests lie in classroom discourse, pragmatics, learner-centred reflective approaches in L2 learning and language pedagogy. She has published research in international journals including ELT Journal.

Jim King is based at the University of Leicester where he directs the institution’s campus-based Masters courses in applied linguistics and English language teaching. His books include the monograph Silence in the Second Language Classroom (Palgrave, 2013) and the edited volume The Emotional Rollercoaster of Language Teaching (with Christina Gkonou and Jean-Marc Dewaele, Multilingual Matters, 2020).

Seiko Harumi is a Lecturer in Japanese and Applied Linguistics (Education) at SOAS, University of London. She has taught English, Applied Linguistics and Japanese in Japan and currently teaches in the United Kingdom. Her academic interests lie in classroom discourse, pragmatics, learner-centred reflective approaches in L2 learning and language pedagogy.