What is the state of that which is not spoken?
This book presents empirical research related to the phenomenon of reticence in the second language classroom, connecting current knowledge and theoretical debates. Why do language learners remain silent or exhibit reticence? Should their silence be respected or should behaviour in the language learning classroom be modified? Can silence in the language learning classroom be justified? Looking at evidence from China, Japan, Korea, Vietnam, the Philippines and Australia, the book presents research data on many internal and external forces that pose obstacles to the adoption of a verbal and outspoken learning style in contemporary education. It explores silence as a thoughtful mode of learning in its own right.
