摘 要学者们一直致力于探索如何提高学生的英语水平和课堂参与。然而，令人尴尬的现实却是，国内大多数英语教师在课堂上遭遇了相对大面积令人难堪的沉默。沉默是一种极为复杂的人类交流方式，课堂中的学生沉默长久以来被赋予消极意义，并在一定程度上忽视了对学生课堂沉默的深入研究。本文从影响学生课堂沉默的多个方面入手分析，将调查问卷、课堂录音文本分析和课堂观察三种方式结合起来对 100 名珠海市第二中学的高一学生在外语课堂中的沉默进行了研究，同时涉及到任教的 10 名老师。运用定性研究和定量研究相结合的方法，结果表明，在高中英语课堂上，教师与学生的对话过程中确实存在着学生沉默的现象。在定量研究中，通过调查问卷，并使用 Excel 对问卷进行了统计描述。通过分析弄清楚了各方面因素与学生课堂沉默之间的关系，了解学生沉默的心理状态。在定性研究中，运用课堂观察和课堂录音文本重点记录高一学生的沉默在英语课堂对话中的出现和分布。将问卷数据，及课堂观察和录音文本，得出了以下结果：学生在课堂对话中的沉默与老师的提问方式、等待时间、老师的反馈，学生自己的动机、性格、态度和焦虑，以及环境之间等等都有关系，并且这些影响因素并不是孤立的，而是相互作用、相互联系的。最后，针对学生沉默在英语课堂对话中的出现，作者给出了一些具体的建议和做法，并希望这次研究能够对于处理英语课堂中学生的沉默有所帮助。

AbstractScholars and researchers have never stopped exploring how to improve students' Englishproficiency and oral participation in the classroom. However, the real awkward situation inChina is that most English teachers are confronted with the silence of quite a proportion ofstudents. Silence in the classroom is defined negatively and neglect by researchers to somedegree. Unfortunately, in the limited studies on silence that have been carried out, studies onsenior high students' silence in English classroom are even fewer. However, silence has itsabundant and profound implicatures in any conversation, including in English classroominteraction.The author analyzes students, teachers and context factors that correlate with students'silence in English classroom interaction. The subjects contain 100 senior one students and 10English teachers. By such quantitative research as questionnaire, the researcher tries to find outhow those factors correlate with students' silence in English classroom interaction. By suchqualitative research as class observation and record analysis, the researcher tries to record thephenomenon of students' silence and the actual situation when students keep silence in Englishclassroom interaction.Results of the study present that teacher factors, such as ways of questioning, wait-time,feedback, etc.; student factors, such as motivation, attitude, anxiety and personality, etc; contextfactors, such as face theory, class atmosphere, class structure and class size affect students'silence in classroom interaction. All of these influencing factors are interactive. With the resultsof the study, the researcher gives some detailed suggestions to promote classroom interaction andimprove teachers' English teaching and leaners' learning efficiency.