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Full Product Details

Author:   Jim King ,  Seiko Harumi
Publisher:   Multilingual Matters
Imprint:   Multilingual Matters
Dimensions:   Width: 15.60cm , Height: 1.10cm , Length: 23.40cm
Weight:   0.432kg
ISBN:  

9781788926751

ISBN 10:   1788926757
Pages:   200
Publication Date:   22 June 2020
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Foreword     Chapter 1. Seiko Harumi and Jim King: East Asian Perspectives on Silence in English Language Education: An Introduction  Chapter 2. Dat Bao: Silence, Talk, and In-betweens: East-Asian Students’ Responses to Task Challenge in an Australian University  Chapter 3. Seiko Harumi: Approaches to Interacting with Classroom Silence: The Role of Teacher Talk  Chapter 4.  Jim King, Tomoko Yashima, Simon Humphries, Scott Aubrey and Maiko Ikeda: Silence and Anxiety in the English-medium Classroom of Japanese Universities: A Longitudinal Intervention Study  Chapter 5. Kate Maher: A Cognitive-behavioural Theory-based Approach to Examining L2 Learners’ Silent Behaviour and Anxiety in the Classroom  Chapter 6. Michael Karas and Farahnaz Faez: Communicative Language Teaching and Silence: Chinese (pre-service) Teachers’ Perspectives  Chapter 7. Simon Humphries, Nobuhiko Akamatsu, Takako Tanaka and Anne Burns:  Silence in Japanese Classrooms: Activities and Factors in Capacities to Speak English Chapter 8. Jian-E Peng: Willing Silence and Silent Willingness to Communicate (WTC) in the Chinese EFL Classroom: A Dynamic Systems Perspective  Chapter 9. Amy B M Tsui and Rintaro Imafuku: Silence in EFL Classrooms Revisited  

Reviews

This well-informed book uses a healthy variety of research methods to present a multi-layered picture of learner reticence within classroom interaction, and sociocultural and psychological features of learning. It offers highly relevant insights to many school and university classrooms around the world and should be on the reading lists for advanced professional or Masters courses in ELT, applied linguistics, and classroom research methods. * Martin Cortazzi, University of Warwick, UK * As language practitioners and researchers we are behooved to consider the entire communication process - even that which goes beyond words - to include their absence. This volume is a must-read for those of us who care about how much is said when nothing is. * Tammy Gregersen, American University of Sharjah, United Arab Emirates * Although seemingly paradoxical, King and Harumi have much to say about silence. This edited work unlocks the 'problem' of silence in East Asian English language classrooms, and shows teachers how to leverage it for better language learning. Educators are certain to find this book to be a valuable resource. * Gregory Hadley, Niigata University, Japan *

This volume adds additional insight to the discussion of silence and willingness to talk especially in L2 classroom by examining the issues from psychological point of view. -- Bunga Ayu Wulandari, Universitas Jambi, Indonesia * The Asian EFL Journal, Issue 24 Volume 6 * I find two aspects of the volume particularly appealing. The first of course is the thoughtfulness each study put into reconceptualising silence from the perspective of students and teachers. By treating silence as a serious topic for investigation, the contributions have shown that what has been treated only as problematic is actually a complex, nuanced, and potentially malleable confluence of psychological and sociocultural forces. The second is the inclusion of various research methodologies and theoretical approaches. In the spirit of recent calls for transdisciplinarity in the field of Second Language Acquisition (Douglas Fir Group 2016; Duff and Byrnes 2019), the volume recognises that silence is too vast and complex an issue to be adequately addressed by one approach. King and Harumi as well as their contributors are to be applauded for assembling a volume that pushes the fields of TESOL and Applied Linguistics to reconsider classroom silence as a dynamic phenomenon. -- Stephen Daniel Looney, The Pennsylvania State University, USA * Classroom Discourse, 2020 * This well-informed book uses a healthy variety of research methods to present a multi-layered picture of learner reticence within classroom interaction, and sociocultural and psychological features of learning. It offers highly relevant insights to many school and university classrooms around the world and should be on the reading lists for advanced professional or Masters courses in ELT, applied linguistics, and classroom research methods. * Martin Cortazzi, University of Warwick, UK * As language practitioners and researchers we are behooved to consider the entire communication process - even that which goes beyond words - to include their absence. This volume is a must-read for those of us who care about how much is said when nothing is. * Tammy Gregersen, American University of Sharjah, United Arab Emirates * Although seemingly paradoxical, King and Harumi have much to say about silence. This edited work unlocks the 'problem' of silence in East Asian English language classrooms, and shows teachers how to leverage it for better language learning. Educators are certain to find this book to be a valuable resource. * Gregory Hadley, Niigata University, Japan *

I find two aspects of the volume particularly appealing. The first of course is the thoughtfulness each study put into reconceptualising silence from the perspective of students and teachers. By treating silence as a serious topic for investigation, the contributions have shown that what has been treated only as problematic is actually a complex, nuanced, and potentially malleable confluence of psychological and sociocultural forces. The second is the inclusion of various research methodologies and theoretical approaches. In the spirit of recent calls for transdisciplinarity in the field of Second Language Acquisition (Douglas Fir Group 2016; Duff and Byrnes 2019), the volume recognises that silence is too vast and complex an issue to be adequately addressed by one approach. King and Harumi as well as their contributors are to be applauded for assembling a volume that pushes the fields of TESOL and Applied Linguistics to reconsider classroom silence as a dynamic phenomenon. -- Stephen Daniel Looney, The Pennsylvania State University, USA * Classroom Discourse, 2020 * This well-informed book uses a healthy variety of research methods to present a multi-layered picture of learner reticence within classroom interaction, and sociocultural and psychological features of learning. It offers highly relevant insights to many school and university classrooms around the world and should be on the reading lists for advanced professional or Masters courses in ELT, applied linguistics, and classroom research methods. * Martin Cortazzi, University of Warwick, UK * As language practitioners and researchers we are behooved to consider the entire communication process - even that which goes beyond words - to include their absence. This volume is a must-read for those of us who care about how much is said when nothing is. * Tammy Gregersen, American University of Sharjah, United Arab Emirates * Although seemingly paradoxical, King and Harumi have much to say about silence. This edited work unlocks the 'problem' of silence in East Asian English language classrooms, and shows teachers how to leverage it for better language learning. Educators are certain to find this book to be a valuable resource. * Gregory Hadley, Niigata University, Japan *

Author Information

Jim King is based at the University of Leicester where he directs the institution’s campus-based Masters courses in applied linguistics and English language teaching. His books include the monograph Silence in the Second Language Classroom (Palgrave, 2013) and the edited volume The Emotional Rollercoaster of Language Teaching (with Christina Gkonou and Jean-Marc Dewaele, Multilingual Matters, 2020). Seiko Harumi is a Lecturer in Japanese and Applied Linguistics (Education) at SOAS, University of London. She has taught English, Applied Linguistics and Japanese in Japan and currently teaches in the United Kingdom. Her academic interests lie in classroom discourse, pragmatics, learner-centred reflective approaches in L2 learning and language pedagogy.

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