Yet the curious fact is that very little research has targeted the issue of silence, particularly within the Japanese university language class setting. As I outlined in Chapter 1, this is particularly so in second language learning contexts, as a large body of literature has illustrated how oral interaction and production of the target language can significantly aid L2 development (e.g. Li, 2001 Reda, 2009) do assign silence in certain general education contexts a quite positive valuation, student silence in the classroom is more widely perceived to be a serious problem for many educators.
0 Comments
Leave a Reply. |