随着我国教育理念的不断创新与发展，国家大力提倡以学生为中心的教学模式，也鼓励学生积极参与课堂活动。然而，课堂上仍然存在学生不愿意发言，不愿意参与课堂讨论的情况，“课堂沉默”也成为一个普遍现象，尤其在英语课上。而这个现象也吸引了很多研究者的关注，但是国内对此现象的研究较少，对藏族大学生课堂沉默现象的研究甚至是几乎不存在。因此，本文旨在对藏族大学生英语课堂上沉默现象的现状进行研究，并对其原因进行探究。 本研究通过采用问卷调查和访谈的方法，调查了70名来自不同高校、不同专业的藏族非英语专业大一和大二学生英语课堂中的沉默现象以及沉默背后的原因。 通过研究，作者发现，藏族大学生存在课堂沉默现象，并且情况比较严重。此外，藏族大学生课堂沉默是多方面因素共同作用的结果，这些原因可以分为三种类型：学习者的因素，教学的因素还有社会文化因素。 具体来说，学习者的因素包括学生性格，语言水平，兴趣，自信和学习动机。教学的因素包括教学技巧，教材和传统的以教师为中心的教学模式。社会文化因素则包括在中国传统文化和藏传佛教文化影响下形成的面子和谦虚不张扬的思想，以及社会对藏族大学生的期许。

Nowadays, since education ideas have been innovated and developed gradually in China, student-centered teaching mode is actively advocated and students’ participation in the classroom is strongly encouraged. However, students seem unwilling to participate in classroom activities, and thus “classroom reticence” becomes a popular phenomenon, especially in English class. A large number of researchers are attracted by this phenomenon. However, the number of the researches on classroom reticence in mainland China is not large. Besides, there is nearly no research conducted on Tibetan college students’ reticence. Therefore, this paper aims to study the phenomenon of Tibetan college students’ reticence in English class and find out the reasons and influencing factors of it. This paper studies 70 freshmen and sophomore Tibetan non-English majors who are from different colleges and whose majors are different. Their condition of classroom reticence in English class is studied by questionnaire and interview. Through the study, it is found that there exits classroom reticence during Tibetan college students. The condition is a bit serious and it needs to be paid attention to. What’s more, the phenomenon of classroom reticence is caused by different factors. These influencing factors could be divided into three categories: learners’ factors, teaching factors, and social and cultural factors. Specifically, learners’ factors include students’ personality, language proficiency, interest, confidence and learning motivation. Teaching factors include teachers’ teaching skill, teaching material, and traditional teaching mode（teacher-centered). Social and cultural factors include: face saving and modesty principle which are formed under the influence of both traditional Chinese culture and Tibetan Buddhism, and social desirability.