An Empirical Investigation into Teacher-Student Interactional Silence in College Translation Classroom

Abstract

Effective teacher-student interaction is crucial for cultivating students' language competence, critical thinking, and intercultural communication skills in college English classrooms. However, the phenomenon of interactional silence has become a significant obstacle to teaching quality and student development. This study employs a mixed-methods approach, including classroom observation, questionnaire surveys, and semi-structured interviews, to analyze the current status, influencing factors, and countermeasures of classroom silence. Data analysis reveals that silence is primarily shaped by student-related factors (e.g., language anxiety, low motivation), teacher-related factors (e.g., monotonous questioning strategies, inadequate feedback), and environmental factors (e.g., large class size, oppressive atmosphere). Multiple regression analysis further indicates that language comprehension barriers, neglect of language skill development, and utilitarian attitudes toward exams are significant predictors of silence. Based on these findings, strategies such as fostering a relaxed classroom climate, optimizing questioning techniques, and addressing individual differences are proposed to enhance interaction. The study contributes to both theoretical understandings of classroom dynamics and practical teaching improvements.