摘要：This study aimed to investigate the dynamic patterns of two concepts of silence
explicated as a communication strategy and impediment in a task-based instruction.
A novel approach, Retrodictive Qualitative Modeling (RQM) tied in a Dynamic
System Theory (DST), was utilized to identify learners’ archetypes, to highlight the
dynamic patterns underlying their silence, and to unveil the factors affecting the
two concepts as dynamic signatures. Of eighteen learners of English department,
we took three participants relying on their salient archetypes. Those participants
were nominated based on the Focus Group Discussion (FGD) encompassing three
lecturers. Furthermore, a stimulated recall interview was carried out on the three
participants to get overarching factors affecting their silence. The results revealed
twofold: (1) the participants’ dynamic patterns of classroom trajectory explicating
the variability of elements underlying the learners’ silence vary across the learners’
archetypes, (2) signature dynamics modeled manifest and distinguish the two
concepts of silence. The implication of this study entails the EFL lecturers to have
a background knowledge in distinguishing the two concepts of silence that
encompass dynamic and fluctuative signature dynamics of motivation, cognition,
English proficiency, positive and negative emotions interacting with the classroom
contexts. Likewise, further study might provide more overarching factors
underlying those two concepts of silence to provide a finer-grained result
delineating such concepts.
关键词：silence; classroom interaction; retrodictive qualitative modeling;
communication strategy; EFL
