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 Factors That Affect Students’ Reticence in Class
Tác giả hoặc Nhóm tác giả: Nguyen Van Tuyen
Nơi đăng: Advances in Social Science, Education and Humanities Research - Atlantis Press; Số: 115;Từ->đến trang: 179-184;Năm: 2017
Lĩnh vực: Giáo dục; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
Abstract
It is a widely held axiom that language is intertwined with culture. That is why teachers of languages and
researchers show their concern about not only teaching methods but also culture of learning by language
learners. In pursuit of empowering their learners’ communicative competence in the target language,
teachers need to invest as much as possible into their performance, including being flexible in class
management, being mindful of their students’ cultural behaviors or pedagogical psychology, etc., so that
they can help learners’ language skills to be enhanced further. However, it is well-documented that teachers
of English and even of other subjects in Asia often complain continually about their students’ reticence in
class. In seeking to shed further light on the causal factors of reticence occurring in classes of students
majoring in English at a University, the researcher of this mini research bases on cultural identity, power
distance, and collectivists’ culture of teaching and learning as conceptual frameworks. The methods applied
for data analysis are qualitative and quantitative. The paper found that if students are reluctant to work
orally in class, the real purpose of language teaching and learning cannot be fulfilled. Interaction among
students as well as between the teacher and students is recommended to be maximized for the sake of
communicative language learning.
Keywords: reticence, culture, language competence, identity, interaction
https://doi.org/10.2991/icems-17.2018.35
ABSTRACT
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