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p;   3.3.3 Interview Design......... 22
    3.4 Data collection and treatment......... 22-24
Chapter 4 Data Analysis .........24-41
    4.1 Observation Results......... 24-35
        4.1.1 Illocutionary Domain:Request Strategies.........24-25
        4.1.2 Discourse Domain......... 25-27
        4.1.3 Participation Domain......... 27-28
        4.1.4 Stylistic Domain .........28-29
        4.1.5 Non-verbal domain......... 29-30
        4.1.6 Discussions on Classroom Observation......... 30-35
    4.2 Interview Results and Discussions......... 35-38
    4.3 Findings .........38-39
    4.4 Implications......... 39-41
Chapter 5 Conclusions......... 41-43
    5.1 Summary of the study .........41-42
5.2 Limitations and suggestions......... 42-43

Conclusion

erent greatly in aspects of illocutionary domain, discourse domain, participationdomain, stylistic domain and non-verbal domain respectively. In the English teacher'sclassroom, the teacher treated the students as equals sharing her life and studyexperience with the students; the atmosphere was more student-centered; the teacherencouraged students to ask questions and express their own opinions, and theclassroom atmosphere was active and relaxed; while in the non-English teacher'sclassroom, the teacher was the center of the class, and initiated all communications;students listened to the teacher for the whole class and took notes about what theteacher had said. The classroom atmosphere was quiet and orderly. These findingswere in consistent with the key differences between low power distance and highpower distance at school described by the Dutch social psychologist Hofstede (2008:107), which indicated that the Chinese teacher's power distance is higher than that ofthe English teacher's. Further interviews to the two teachers illustrated clearly that theEnglish teacher treated students as equal while the Non-English teacher insisted thedominated position of a teacher in the class, which further evidence the powerdistance difference between English teachers and non-English teachers which wasfound by Li&Guo (2012). It proved that language learning and using had greatinfluence on the teachers' cultural value and made their pragmatic acts in classesdifferent. The findings of this research are meaningful to a better understanding ofteachers' cultural value tendencies and the improvement of communication inclassroom.
This study specifically focused on only two teachers, and the classroomobservation only lasted for 4 weeks. It is suggested that future studies engage withmore cases, that is to say, a large sample and a longer duration would depict a morecomprehensive picture of teachers' classroom communication style.Several findings have showed that the power distance of college English teacherwas lower than that of the non-English teacher, future researchers can extend tocomparing English teachers and non-English teachers from middle and primaryschool to ftirther evidence the language influence of the learners' value. 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。