Abstract：This paper aims to analysis causes of Chinese students’ silent-keeping as cultural interference， defects of traditional teaching and learning method， and issues involved implications for ESL (English as a Second Language) teaching in hope to improve the proficiency of English teaching in China.

Key words：silent-keeping Humanistic Approach Communicative Approach

I. Introduction

The students’ performance in ESL class reveals some information about students' cultural background， motivation， expectation， learning strategy in English learning as well as the teaching method the ESL teachers applied. The Chinese students' silent keeping In English class is a complex and worthwhile problem deserves our exploration.

II. The silent-keeping phenomena identification

Why aren't they willing to answer my questions?

Which always disturbs me a lot. Helgesen Brown (1994) stated that each culture has different \"rules\" about how students should act in the classroom.

In some countries， students are expected to listen and only the teacher should lecture or talk in class. But in English-speaking countries (and in English class)， it is good and important to answer the teacher's questions and interrupt with questions of your own. It means that you are interested and paying attention. In English， it is your job to ask questions if you don't understand. (p. 3)

Put the facts into consideration， we Chinese students belong to the former one. Besides the cultural influence， the learning and teaching method as well as the students and teachers' attitude towards language learning are also the factors that bring the students in silence.

III. Exploration of the causes of silent-keeping

Three are mainly three factors as aspects of Chinese culture， Chinese students' motivations and expectations of English learning， and the traditional teaching and learning method that influence the students' performance in class.

1. The hidden cultural triggers behind silent-keeping

(1)The impact of power distance

According to Hofstede’s (1980) value dimensions， of which power distance have a significant impact on behavior in all cultures. Power distance classifies cultures on a continuum of high to low power distance. People in high power distance countries such as Mexico， China， believe that power and authority are facts of life. In China， this hierarchy of relationship is emphasized by Confucius and reiterated by the Chinese students. Those relationships are as father and son， teacher and students. Consequently， the students learn to show respect to their super ordinate， accept the hierarchical relationship as it is.

(2)Threat of losing face

Due to the influence of deep–rooted Confucius teaching and traditional belief， we Chinese people attach much more value upon face than peoples in any other countries. Most Chinese would remain silent as a tactful withdrawal. In the class context， Chinese students tend to act in the same way being afraid of the consequences of losing face. It is likely that the fear of being chosen during whole-class discussions or looking foolish in front of classmates caused students to hesitate asking or answering questions. In addition， they also have to cope with the pressure from their classmates. From the aspect of positive face， the value of an individual's face exists largely in relation to a group to which he belongs. Therefore， it is essential for us to discuss the collectivism in China.

2. Chinese students' motivations and expectations of English learning

According to Gardner and Lambert (1972)， there are mainly two types of learning motivation:instrumental motivation， i.e.， learning the language as an instrument to achieve practical goals， and integrative motivation， i.e.， learning the language out of interest in desire to identify with the target culture. Traditionally， we Chinese students are taught to believe that good students are those who can get higher scores in examinations and get lots of certificates. Therefore， it is obvious that the Chinese students' motivation of English learning is instrumental motivation. Due to this， both the teacher' teaching and students' English learning is doomed to be a failure， for this kind of language learning doesn't meet the need of improving students' communicative competence.

3. Defects of the traditional teaching and learning method

To some extent， we can say that the teacher's teaching method determines the students' ways of learning. Traditionally， most Chinese teachers apply the GTA (Grammar Translation Approach) in teaching English.There are many drawbacks to the grammar-translation approach. Adopting this method， the teachers' primary focus is on explanations of verb paradigms， grammar rules， and vocabulary.The students' tasks are to remember these rules. Frequent utterances of Chinese can be heard from both the teacher and students. They give little attention to the active use of English. Obviously， there is little time for students to practice English in the real context. They just act as message receivers， taking down what the teacher says， remembering the large amount of vocabulary and various rules. Perhaps， most seriously， the type of error correction that this method requires can actually be harmful to the students' learning processes. Consequently， the students will feel they are in a defensive learning environment and refuse to speak spontaneously.

Ⅳ. Conclusion

In summary， this paper has explored the causes of Chinese students’ silent-keeping， the cultural backgrounds of students as power distance， face， collectivism， extrinsic motivation， the teacher- student relationship， as well as teaching methods， which have great impact on students' performance in English class. Not having a positive awareness of the students' needs and a suitable teaching method， the ESL teachers tend to make their students silent in class. In addition， the students' negative expectation in learning English also leads to their incompetence in communication. Therefore， an integrated application of the Humanistic Approach and Communicative Approach in ESL teaching can solve the problem of Chinese students' silent keeping. However， to avoid inactivity of the students is only the first step toward our goal of ESL teaching， for our final aim is to cultivate students' intercultural communicative competence. Considering the demand of this， our pedagogical research must be furthered to enhance the present findings and to fill the margins.

References：

［1］Gardner， R.C. and Lambert Attitudes and Motivation in Second Language Learning， Newbury House. 1972.

［2］G. Hofstede， 1980.Culture’s Consequences：International Differences in Work-Related Values. Beverly Hills， CA: Sage Publications.

［3］Helgesen， M. Brown， S. Active listening：Building skills for understanding. Melbourne: Cambridge University Press，1994.

（作者單位：廣東南海東軟信息技術(shù)職業(yè)學(xué)院）