Page 122 - Silence in Intercultural Communication

Chapter 5. Performance and perceptions of silence 109

It is quite noticeable that, apart from Susie who spoke only once for four sec-
onds, Tadashi did not participate as much as other students. The results also sug-
gest that there are a number of active students who tend to dominate classroom
discussion, which was also confirmed in the classroom observation. However,
there were few students who were as silent as Tadashi in this group. Since the
group had completed their teaching practicum, they were generally keen to share
the experiences of it and to benefit as much as possible from these sessions to
prepare themselves for their future career. In a recall interview, the lecturer, Ms.
Hardy commented:
(1) [Interview: Ms. Hardy]
[...] there were so many people trying to say things. That is the problem with
that course just when they’re all talking about their experiences in prac because
it’s so vivid, it’s so real.

In contrast, both Ms. Hardy and an interviewed peer student indicated that Ta-
dashi was quiet in class. Ms. Hardy, who had Tadashi in her class for two semes-
ters, commented:

(2) [Interview: Ms. Hardy]
I remembered vividly micro teaching two years ago, umm it was Tadashi and
( ) in the same group - where they wouldn’t talk out. They’re sort of shy.
That’s how I feel it is. When he’s on one on one, Tadashi - he’s very confident,
expresses what he wants and will tell you. ... But in class, he doesn’t speak and
he doesn’t participate, and I feel that as a tutor now being exposed slightly,
because I didn’t make him speak.
She often mentioned Tadashi in association with Wong Young, a Korean stu-
dent who was seated next to Tadashi in the second session observed. Except for
a memory of “Wong Young answering something detailed but not Tadashi,” she
found them “similar” in that they were generally quiet. A peer student also de-
scribed Tadashi below:

(3) [Interview: Kylie]
I find that he probably doesn’t communicate as much as some of the other
students. I think he prefers just to listen and take notes, but when it’s his turn
to provide - sort of or participate, he always says valuable stuff to say and he’s
usually pretty knowledgeable on what we’re doing.

Tadashi was also observed in four lectures for another education subject, Cur-
riculum and Examinations. Although the sessions observed were supposed to be
lectures, they were more like tutorials since only five students were enrolled in
this subject. This allowed a relaxed and intimate atmosphere in the class, though