Abstract
Classroom communication is very important for English learning, in the real teaching course, however, the phenomenon of students’ silence in English classrooms in higher vocational colleges is very common, which has become a key problem restricting learners’ foreign language performance. There are many reasons for this phenomenon, among which learning motivation is very important in the process of learning a second language. It is considered as the main force to continue in the long learning process and an important factor in classroom learning. This research aims to analyze the influence of learning motivation on classroom silence in higher vocational colleges and put forward implications both for teachers and students.
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