Page 104 - Silence in Intercultural Communication

Chapter 4. Perceptions of silence 91

4.4 Cognitive factors contributing to silence

4.4.1 Speed of reaction

Another explanation for silence from the Japanese student perspectives is the cog-
nitive processing time needed for reaction in the classroom. Word-search and for-
mulation of ideas unrelated to proficiency in English can cause a period of silence
(Fayer & Krasinski 1995; Wigglesworth 1997). Although this silence for cognitive
processing is necessary for all participants in interaction, nearly half of the Japa-
nese students mentioned that the Australian students’ reactions were too fast to
keep up with. Comments such as “We need more time to think,” or “We cannot
come up with ideas so quickly,” were made by five of the Japanese students.

(41) When I am asked a question, it takes a while for me to think about it. So,
while I am thinking about the question, other people say various things, and
the lecturer makes the final remark, moving on like ‘Okay, next.’ It’s like that.
They finish and move on. [30:93 F7]

There is a possibility that this student needs time for linguistic processing, but
nevertheless it seems that she requires more time for formulation of the content
of her response than her peers, as she says “thinking about the question” takes a
while. Some students, however, explicitly attribute their silence to the speed of
their language processing.

(42) A little bit of time, say, for about three seconds before I say something, I need it
to decide what to say. I cannot think and talk at the same time like in Japanese.
[8:162 M5]

As a matter of fact, it is difficult to distinguish between linguistic and non-lin-
guistic cognitive processing. The student who gave the above comment is most
likely to find himself struggling to find the right words and expressions to use
in his second language, but at the same time he may be experiencing the gap in
response speed caused by differences in learned speed of cognitive processing in
the classroom.
Nevertheless, with regard to the rapidity of response, Japanese students’ com-
ments about their own inability to formulate ideas contrasted with their view of
the Australian students’ abilities:

(43) F3: Well, surely I envy them [Australian students] for being able to talk like
that. The moment a question is there, they come up with their own
opinions so quickly.
F4: And we don’t. [28:116-117 F3&F4]