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Zusatztext Written in a highly readable, non-technical language, this book tells us that silence has a special place in the language learning process; it supports learning in ways that often escape our attention. Silence is not to be frowned upon, the author says. Rather it has to be skilfully managed to improve learning. Informationen zum Autor Dat Bao lectures in the Faculty of Education, Monash University, Australia and has worked closely with universities in the US, the UK, Thailand, Singapore and Vietnam. Klappentext What is the state of that which is not spoken? This book presents empirical research related to the phenomenon of reticence in the second language classroom, connecting current knowledge and theoretical debates in language learning and acquisition. Why do language learners remain silent or exhibit reticence? In what ways can silence in the language learning classroom be justified? To what extent should learners employ or modify silence? Do quiet learners work more effectively with quiet or verbal learners? Looking at evidence from Australia, China, Japan, Korea, and Vietnam, the book presents research data on many internal and external forces that influence the silent mode of learning in contemporary education. This work gives the reader a chance to reflect more profoundly on cultural ways of learning languages. Vorwort Shows how silence and reticence in the second language classroom is much more than just a failure of pedagogy. Zusammenfassung What is the state of that which is not spoken? This book presents empirical research related to the phenomenon of reticence in the second language classroom, connecting current knowledge and theoretical debates in language learning and acquisition. Why do language learners remain silent or exhibit reticence? In what ways can silence in the language learning classroom be justified? To what extent should learners employ or modify silence? Do quiet learners work more effectively with quiet or verbal learners? Looking at evidence from Australia, China, Japan, Korea, and Vietnam, the book presents research data on many internal and external forces that influence the silent mode of learning in contemporary education. This work gives the reader a chance to reflect more profoundly on cultural ways of learning languages. Inhaltsverzeichnis Foreword Acknowledgements 1: Repositioning silence 2: Australian perspectives on silence 3: Chinese perspectives on silence 4: Japanese perspectives on silence 5: Korean perspectives on silence 6: Philippine teachers' use of silence 7: Vietnamese perspectives on silence 8: Implications of silence for SLA and pedagogy References Index ...
