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ifferent cultures, English teachers andnon-English teachers are supposed to have different pragmatic acts in classes. In orderto further evidence such an assumption, the author has attempted to compare thepragmatic acts of college English teacher and non-English teacher in classroomcontext. By adopting a case study method, the author chose an English literatureteacher and a Chinese literature teacher to probe deeply the differences of pragmaticacts in classroom context and try to analyse the reasons that cause the differencesfrom a cross-cultural perspective. It is hoped that this study can provide someevidence of how foreign language learning influences learners' value. At the sametime, the author also hopes that the study will shed some light on teaching in theclassroom and improving teachers' communication skills to balance efficiency andhumanistic care in the classroom.

Chapter 2 Speech Act Theory and Pragmatic Act Theory

As this paper focuses on the comparison of pragmatic acts between an Englishteacher and a non-English teacher in class, both speech act theory and pragmatic acttheory need to be introduced. Meanwhile, the relevant pragmatic studies on speechacts of teachers in China need to be reviewed.

2.1 Speech Act Theory and Pragmatic Act Theory
The Speech Acts Theory was initiated by the philosopher, John. L. Austin in1962 and developed by another philosopher, John Searle (1969). Austin (1962) statedthat a speech act could conclude three basic senses in which saying something one isdoing something and hence three kinds of acts that are simultaneously performed: (1)the locutionary act: the literal meaning of an utterance; it is the basic act of utteranceor producing a meaningful linguistic expression from a language; (2) the illocutionaryact: a conventionalized and connotative message that the speaker intends to convey tothe hearer. This act is actually the intention of the speakers. It is performed via thecommunicative force of an utterance, for we form an utterance with some kind offunction in mind. The intention associated with an illocutionary act is calledillocutionary force. Illocutionary acts usually consist of stating, promising,apologizing, threatening, ordering and requesting etc.; (3) the perlocutionary act: theinfluence which the speaker has upon the hearer. Austin's theory has made greatcontributions to pragmatics. Among the three basic senses, Austin's interest focuseson illocutionary act. Austin thinks that by saying something one is doing somethingand the words merge deeds in a context, which saying something, doing somethingand effects of the utterances are embodied in illocutionary act simultaneously.Therefore, illocutionary act is the core of the speech act theory. Illocutionary actwhich involves speaker's intention is regarded as the most important speech act, forthis reason, illocutionary act becomes the core of the problem in the researches oflanguage communication.

Chapter 3 Methodology......... 16-24
    3.1 Qualitative research.........16-18
    3.2 Subjects .........18-19
    3.3 Observation Scale......... 19-22
        3.3.1 Theoretical Bases for Observatio......... 19-20
        3.3.2 Observation Scale Design.........20-22
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