Is There Any Place for Silence in the Communication-Oriented Process of Adult Language Learning?

Abstract

AbstractThis article investigates the perception of the reverse of communication—silence—in instructed English language learning, as seen by adult language learners and teachers of adult learners. After a brief presentation of theoretical aspects referring to the notion of silence in the second language acquisition literature, a short survey study is described whose aim was to find out how adult language learners and language teachers of adults conceptualise silence. In particular, an attempt was made to determine if the respondents find silence in any way useful for the achievement of language learning success, or would rather resort to communication in the target language as soon as possible. The paper finishes with some recommendations regarding further investigations and implications for teaching adults.KeywordsLanguage LearningTarget LanguageLanguage TeachingAdult LearnerEnglish Language LearningThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.