This paper studies the cultural and pragmatic connotations of classroom silence in an attempt to find out the reasons why silence is such a common phenomenon in classroom interactions in China and how to understand and interpret this classroom silence.

In China, most English learners lack the natural environment of the language, so English learning is mainly set in classrooms, and classroom interaction is of vital importance.

One of the most common forms of classroom interactions is initiated by teacher questioning.

This paper analyses the causes of students anxiety in language learning and its effect on students classroom communication.

In recent years, the nature of classroom communication has long been a focus of research for scholars interested in the effects of classroom interaction on learning.

Therefore, one of the current concerns of applied linguists is concentrated on the most effective way of grammar teaching in the communicative classroom and make some achievements in the study of it.

teacher and learner′s roles,and the mode of classroom communication,in an attempt to draw attention to the values underlying any imported method of approach to language teaching and learning so as to integrate the process of language learning and teaching with that of the whole-person development.