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East Asian Perspectives on Silence in English Language Education: An Introduction
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East Asian Perspectives on Silence in English Language Education
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How Should Educators Interpret and Respond to Silence in the English Classroom?
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Approaches to Interacting with Classroom Silence: The Role of Teacher Talk
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Teacher Frustration and Emotion Regulation in University Language Teaching
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Engagement With Language During Transcript Revision: Japanese University English Learners’ Processes, Products, And Perspectives
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Talk, silence and anxiety during one-to-one tutorials: A cross cultural comparative study of Japan and UK undergraduates' tolerance of silence
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King, Jim; Aono, Atsuko. - : Springer Verlag (Germany) for Seoul National University, Education Research Institute, 2017
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A dynamic systems approach to wait time in the second language classroom
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An introduction to the dynamic interplay between context and the language learner
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“It’s time, put on the smile, it’s time!”: The emotional labour of second language teaching within a Japanese university.
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Fear of the true self: Social anxiety and the silent behaviour of Japanese learners of English
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Silence in the Second Language Classrooms of Japanese Universities
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Abstract:
Full text of this item is not currently available on the LRA. The final published version may be available through the links above. ; Japanese language learners’ proclivity for silence has been alluded to by various writers (e.g. Anderson 1993; Korst 1997; Greer 2000) and is supported by plenty of anecdotal evidence, but large-scale, empirical studies aimed at measuring the extent of macro-level silence within Japanese university L2 classrooms are notably lacking. This article responds to the gap in the literature by reporting on an extensive, multi-site study which used a structured observation methodology to investigate the classroom behaviour of 924 English language learners across nine universities. A total of 48 hours of data were collected using a minute-by-minute sampling strategy which resulted in some surprising results. Students were found to be responsible for less than one per cent of initiated talk within their classes, while over a fifth of all class time observed was characterized by no oral participation by any participants, staff, or students alike. These results are interpreted from a dynamic systems theory perspective, which suggests that silence emerges through multiple routes and has now formed a semi-permanent attractor state within the study’s L2 university classrooms.
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URL: https://doi.org/10.1093/applin/ams043 http://applij.oxfordjournals.org/content/34/3/325 http://hdl.handle.net/2381/28278
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Silence in the Second Language Classrooms of Japanese Universities
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Silence in the Second Language Classrooms of Japanese Universities
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