作者：付悦
　　【Abstract】This essay discusses the phenomenon that Chinese ESL adolescent students are reluctant in speaking. It also analyzes the negative effects and the factors of this particular phenomenon. Meanwhile， some insights are gained from the discussion.
　　【Key words】Chinese ESL adolescent students; Reluctance; Speaking
　　【作者簡介】付悦，电子科技大学成都学院文理系。
　　Ⅰ.Brief introduction
　　This essay primarily introduces the silence as a particular phenomenon in speaking in Chinese EFL classrooms and explores its negative effects on causing the problem that is the reluctance of Chinese ESL adolescent students in speaking. It reflects on the specific context that is in China by drawing upon various theories. This essay emphasizes the identification of what the issue is and the factors in relation to the different theoretical perspectives. As part of this essay， it gains insights from the discussion of this problem.
　　Ⅱ.Identification of the issue and discussions about it
　　Speaking is a productive skill in language learning. According to Hatch （1978），， if learners learn how to have conversations with others， the syntactic structures that are contained in conversations are developing. Hence， speaking skills is of critical importance for language learners， and then how to teach speaking in order to improve learners’ speaking competence is crucial for language teachers. However， a serious problem in Chinese EFL classrooms is that students are reluctant to engage in speaking activities. It is common that when a teacher asks a question， there is none student raising a hand to answer. Besides， students feel safer to keep silent and prefer to sit at the back of the classrooms to avoid being noticed and called upon to participate. Some students even consider the designed speaking activities are a waste of class time （Zhang & Head， 2010）.
　　To identify and analyze this phenomenon， a term named silence should be introduced. Some scholars believe that education gains benefit from silence. It is perceived as a learning mode and a part of interpersonal discourse， which provides learners space to reflect. It facilitates the processing of language input and the development of critical thinking. While some scholars show in a positive light about silence， more research suggests that reticence to participate in speaking activities is preventing learners from making progress and achieving the outcomes of learning a second language （Zhang & Head， 2010）. Bao （2014） demonstrates that silence is a problematic educational issue in pedagogy and learning. It implies that learners distract during the learning process， they have low motivation and considerable anxiety to participate in classroom discussions. It also provides evidence of learners’ inability， lack of engagement， and dissatisfaction with teachers’ performance. Silence also refers to the resistance to the teaching style and the testing system， as well as the poor experience of the textbook and the whole learning process. One type of silence is reluctant silence， it will be the emphasis and discussed in detail in the following part since it becomes an agenda in Chinese EFL classrooms.