学生沉默现象在大学中广泛存在。它不仅降低了教师的教学积极性，而且阻碍了学生 语言能力和文化素质的发展。本研究探讨了学生在大学英语课堂上的沉默现象，关注学生 不能说、不愿说、不敢说的情况。本文采用定性与定量相结合的研究方法，以课堂观察和 访谈为主，以问卷调查为辅，对高校课堂沉默的现状及原因进行调查。调查发现，超过 60% 的大学生在英语课上倾向于保持沉默。研究发现，当学生沉默时，他们或倾向于避免与老 师接触，或倾向于根本不参与课堂。课堂沉默的影响因素按重要性由高到低依次为学生因 素、教师因素、课堂环境因素和文化因素。 本文的研究结果不仅可以使高校教师充分认识到学生沉默的现状，也有助于丰富大学 英语课堂中学生沉默的研究。本研究还提出了通过学生强化学习动机和教师提高课堂质量 来减少课堂沉默发生的建议，以实现最终促进师生共同发展的目的。

Students’ silent phenomenon is widespread in universities. It not only reduces teachers’ teaching enthusiasm, but also impedes students’ development in language proficiency and cultural quality. This study explores students’ silence in college English classes, focusing on situations of students’ being unable to speak, unwilling to speak, and afraid to speak. A combination of qualitative and quantitative research is utilized, with class observation and interview as the main methods, supplemented by questionnaire survey to investigate the status quo and causes of college classroom silence. It is found that more than sixty percent of college students are prone to remain silent in English classes. When students are silent, they either tend to show avoidance of contacting the teacher, or are inclined to not participate in class at all. The influencing factors of classroom silence are also discovered, including students’ factor, teachers’ factor, classroom environment and cultural factor, listed in descending order of importance. The results of this paper can not only make college teachers fully realize the status quo of students’ silence, but also help to enrich the research of students’ silence in college English classrooms. This study also provides suggestions to reduce the occurrence of classroom silence through students’ strengthening their learning motivation and teachers’ improving the quality of their classes, and ultimately to promote the common development of teachers and students.