4.1.2 Students’ Apprehension of Student-Teacher Communication 9

    4.1.3 Students’ Apprehension of Student-Student Communication 10

    4.1.4 Students’ Apprehension of Student-Class Communication 11

    4.2 With an Outsider 11

    4.2.1 Students’ Apprehension of Teacher- a Student Communication 11

    4.2.2 Students’ Apprehension of Student-Teacher Communication 12

    4.2.3 Students’ Apprehension of Student-Student communication 13

    4.2.4 Students’ Apprehension of Student-Class Communication 13

5. Conclusion 15

    5.1 Major Findings 15

    5.2 Limitations 15

Reference 16

Appendix І 17

1. Introduction

1.1 Background

    College course has some important difference from senior high school course and the curriculum during nine-year compulsory education. Content of courses is concentrated on a specific field, to some extent abandons positive common sense and add more concepts which requires certain level of specialized knowledge to understand. The frequency of a subject is usually once or twice per week, so students will have more time to obtaining relevant data. Student-centered teaching model becomes a chief pattern, and lecturers leave topics from text books for students consciously. These changes mentioned and other facts create more space for self-study. Students can arrange time and method for learning according to their own will. During the exploring, questions and eagerness to find answers should occur in class as well as different opinions . 

    However, heated classroom communication hardly shows in class, and the students can be separated into two groups roughly, considerable number of learners are unwilling to be in responses to questions about basic background knowledge, while a small part of them response efficiently. Yet actions like delve into one concept or challenge the teacher with one’s own thoughts are rare.

    Communication involves at least two sides. While the teachers have actively put efforts to fabricate free atmosphere for students to discuss, the reasons of silence in class should be found in students. Beyond all doubt, there could be plenty of elements that are able to result in this phenomenon. However it is impossible to discuss them all in one paper, we choose to gather students’ apprehension of classroom communication, and their actions under such apprehension, find the influence of the understanding. Because the behavior of resistance of speaking on class belongs to most students and many students’ school education experience is similar, there is also a assumption that they form analogous apprehension of classroom communication and have effect on their behaviors in class, especially during a conversation with the teacher. 

    To determine the causes, there are different research directions in different stage. Recently, the emotional experience of students becomes the focus, especially the problem of anxiety. Hence investigations about the degree of anxiety and cause of such emotion have been made in plenty of schools and college. For example, Ziash Suleimenova (2013) does an experiment of students’ anxiety in a foreign language classroom in Kazakhstan. Suleimenova points out that anxiety does exist among students learning foreign language, and expressing their anxiety to other students can help them realize others have the same feeling. Study about student’s apprehension based on theories related into face is not that popular. And main tendency is to have a comparison of concept of face between Chinese/Asian students and foreign/western students, or how much students care about their face and what adjustment of politeness teachers need when there is communication in class. 大学生课堂交流体验的案例研究从脸面相关理论的视角(2):http://www.751com.cn/yingyu/lunwen_55704.html