Page 219 - Silence in Intercultural Communication

206 Silence in Intercultural Communication

6.4.2 Implications for improved intercultural communication

In my studies presented above, classroom silence was generally perceived as a
‘problem’. At least from an Australian point of view, it was associated with a lack
of competence or commitment, and sometimes perceived as a face-threat. This
seems to reflect the tendency, in the last few decades, for interactive and student-
centred classrooms in Australia and in other western Anglophone universities
(Wells 1999). Taking into account that Japanese students are studying in Australia
of their own will, strategies can be suggested to both students and lecturers to
break the silence. First of all, Japanese students need to be made aware that si-
lence may be interpreted negatively in both social and academic terms and that it
may even be regarded as impolite behaviour. In turn, lecturers can be informed
of interpretations of silence from the Japanese classroom point of view. On the
practical level, students can be given more opportunities to prepare before speak-
ing, preferably in groups, as suggested by Goldstein (2003). Finally, nomination
of relatively silent students can be expected to produce more participation, al-
though, again, organising some form of preparation may be necessary to avoid
face threat.
It should also be understood that silence can play a facilitative role in learning
and in improving the quality of classroom interaction. As discussed in Chapter 2,
studies such as Rowe (1974) and Mohatt & Erickson (1981) show that giving a
slightly longer ‘wait-time’ after questioning increases the quality and frequency of
response. The findings of the present research also support increased ‘wait-time’,
following indications of silencing triggered by inter-turn pauses (see 5.4.4 and
6.3.7). To avoid silencing by other students and also misunderstanding silence as
an ‘off-record’ response, Japanese students need to be taught to verbalise hesita-
tion or to use a verbal response strategy which would be unmarked in Australian
classrooms.
Although such strategies can be effective in the participant structure where
a student is nominated, the issue of lack of voluntary participation in general
remains an issue. This can be addressed by enhancing classroom solidarity, and
where relevant and possible, bringing in issues from students’ home countries
into classroom discussion, which would in turn benefit local students.
A written mode of communication can also be utilised more as a means of
participation, as it not only removes the problem of timing in turn-taking but also
gives second language speakers time to edit their language and ideas. As evidence
of this, the web discussion strategy was witnessed to be highly successful in one
of the courses at the University of Sydney. Many Asian students in this particular
class participated in discussions, and in fact, Japanese students were one of the
most frequent comment-posting groups in this course.