TY - BOOK AU - Akamatsu,Nobuhiko AU - Aubrey,Scott AU - Bao,Dat AU - Burns,Anne AU - Faez,Farahnaz AU - Harumi,Seiko AU - Humphries,Simon AU - Ikeda,Maiko AU - Imafuku,Rintaro AU - Karas,Michael AU - King,Jim AU - Macintyre,Peter AU - Maher,Kate AU - Peng,Jian-E AU - Tanaka,Takako AU - Tsui,Amy B.M. AU - Yashima,Tomoko TI - East Asian Perspectives on Silence in English Language Education T2 - Psychology of Language Learning and Teaching SN - 9781788926768 AV - P57.E18 A84 2020 U1 - 428.0071/05 23 PY - 2020///] CY - Bristol, Blue Ridge Summit PB - Multilingual Matters KW - Classroom management KW - English language KW - East Asia KW - Language and culture KW - Language and languages KW - Study and teaching KW - Linguistics KW - Second language acquisition KW - Silence KW - LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics KW - bisacsh N1 - Frontmatter --; Contents --; Figures --; Tables --; Contributors --; Acknowledgements --; Foreword: The Song of Silence --; 1. East Asian Perspectives on Silence in English Language Education: An Introduction --; 2. Silence, Talk and In-betweens: East Asian Students’ Responses to Task Challenge in an Australian University --; 3. Approaches to Interacting with Classroom Silence: The Role of Teacher Talk --; 4. Silence and Anxiety in the English-Medium Classroom of Japanese Universities: A Longitudinal Intervention Study --; 5. Examining L2 Learners’ Silent Behaviour and Anxiety in the Classroom Using an Approach Based on Cognitive- Behavioural Theory --; 6. Communicative Language Teaching and Silence: Chinese (Pre-service) Teachers’ Perspectives --; 7. Silence in Japanese Classrooms: Activities and Factors in Capacities to Speak English --; 8. Willing Silence and Silent Willingness to Communicate (WTC) in the Chinese EFL Classroom: A Dynamic Systems Perspective --; 9. Conclusion: Silence in EFL Classrooms Revisited --; Index; restricted access N2 - Silence is a key pedagogical issue in language education. Seen by some as a space for thinking and reflection during the learning process, for others silence represents a threat, inhibiting target language interaction which is so vital during second language acquisition. This book eschews stereotypes and generalisations about why so many learners from East Asia seem either reluctant or unable to speak in English by providing a state-of-the art account of current research into the complex and ambiguous issue of silence in language education. The innovative research included in this volume focuses on silence both as a barrier to successful learning and as a resource that may in some cases facilitate language acquisition. The book offers a fresh perspective on ways to facilitate classroom interaction while also embracing silence and it touches on key pedagogical concepts such as teacher cognition, the role of task features, classroom interactional approaches, pedagogical intervention and socialisation, willingness to communicate, as well as psychological and sociocultural factors. Each of the book’s chapters include self-reflection and discussion tasks, as well as annotated bibliographies for further reading UR - https://doi.org/10.21832/9781788926775 UR - https://www.degruyter.com/isbn/9781788926775 UR - https://www.degruyter.com/document/cover/isbn/9781788926775/original ER -