A Review of Multidimensional Studies on the Causes for Classroom Reticent

Abstract

This study explores the causes for classroom reticent from four aspects: students, teachers, classroom environment and culture. It is found that: (1) student factors are the primary factors for learners to choose silence or participation; (2) Teachers are the key factors that affect students’ participation or retention in class; (3) Classroom environment is a potential active factor that affects students’ participation or silence in class; (4) Cultural value orientation has a profound impact on students’ classroom participation or silence. It is concluded that long or short reticent in class is closely related to the teachers’ teaching guidance style, teaching questioning strategies and teaching methods, as well as students’ language ability. At the same time, it is also closely related to the value judgment and orientation of “saving face”, “respecting teachers”, exam-oriented culture and “silence” behavior and habits in traditional culture.