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.
General
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