An Exploration of Passive Silence in High School English Classrooms Based on Sociocultural and Identity Construction Theories

Yuyang Zhou

doi:10.47297/wspiedWSP2516-250042.20261007

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An Exploration of Passive Silence in High School English Classrooms Based on Sociocultural and Identity Construction Theories

Volume 10, Issue 7

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An Exploration of Passive Silence in High School English Classrooms Based on Sociocultural and Identity Construction Theories
An Exploration of Passive Silence in High School English Classrooms Based on Sociocultural and Identity Construction Theories
Xizang University, Lhasa, Xizang, 850000, China
Vol. 10, Issue 7, Pages: 189-192(2026)
Online First：28 August 2026，

Published：30 July 2026
DOI：10.47297/wspiedWSP2516-250042.20261007
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Zhou Yuyang.An Exploration of Passive Silence in High School English Classrooms Based on Sociocultural and Identity Construction Theories[J].Journal of International Education and Development,2026,10(07):189-192.
DOI：

Zhou Yuyang.An Exploration of Passive Silence in High School English Classrooms Based on Sociocultural and Identity Construction Theories[J].Journal of International Education and Development,2026,10(07):189-192. DOI： 10.47297/wspiedWSP2516-250042.20261007.

摘要

Abstract

Passive silence stems from sociocultural and psychological identity dilemmas

including language learning anxiety and cross-cultural identity concerns. This study integrates Vygotsky's sociocultural theory and Gee's identity construction theory to create a two-dimensional analytical framework

comprehensively demonstrating that this phenomenon is the result of the combined effects of external interaction chain disruptions and internal identity crises. The former manifests as the failure of teaching support systems such as textbooks

teaching methods

questioning

and feedback; the latter is the negative self-positioning exhibited by students across four dimensions: nature

institutions

discourse

and affiliation. This paper proposes a two-pronged solution: improving teaching support to increase interaction opportunities and creating a safe psychological atmosphere to enhance students' self-confidence.

关键词

Keywords

references

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