Factors That Affect Students’ Reticence in Class

DOI

10.2991/icems-17.2018.35How to use a DOI?

Keywords

reticence, culture, language competence, identity, interaction

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.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Nguyen Van Tuyen
PY  - 2017/10
DA  - 2017/10
TI  - Factors That Affect Students’ Reticence in Class
BT  - Proceedings of the International Conference on Education in Muslim Society (ICEMS 2017)
PB  - Atlantis Press
SP  - 179
EP  - 184
SN  - 2352-5398
UR  - https://doi.org/10.2991/icems-17.2018.35
DO  - 10.2991/icems-17.2018.35
ID  - VanTuyen2017/10
ER  -