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l.lResearch Background
语，我们通常提到微语，这是目前主流的务实研究。专注于微语指示语，预设，会话含意，言语行为，会话结构，并很快。虽然欧洲大陆学派的研究，语用，在一个更广泛的方式。一些研究人员开始研究从宏观的角度处理务实的行为，元语用学，文学语用学，社会重视有关内容的语用和语用跨文化等语。特别研究员，文化渗透在各级务实的行为，不仅是语言。雅各梅伊，宏实用主义的代表，系统地阐述了他的务实行为理论在他的书中语：介绍。语用行为理论ISA宏观理论的人际交往行为上，口头沟通社会成员之间的社会文化行为，并强调社会和文化背景下的功能。雅各布·梅伊在讨论务实的行为，是指以语音围绕某一种制度化的社会活动，如教学，参观一个医生的办公室，参加在茶道等（5月，2001:219 ）。教室是一个特殊的机构，教学作为一种务实的ACTIS可能受许多因素影响。目前，大多数微pragmatics.As老师的务实行为的角度进行了研究，研究教师的沟通行为类是一个通信类行为，当然，它可能反映的文化和社会的影响。因此，对教师在课堂上从务实amacro角度行为研究的动机。Referring to pragmatics, we usually mention micro-pragmatics, which is themainstream of present pragmatic study. Micro-pragmatics focuses on deixis,presupposition, conversational implicature, speech act, conversational structure and soon. While the European Continental school of thought studies pragmatics in a farbroader way. Some researchers begin to study pragmatics from a macro-perspectivewhich deals with pragmatic acts, meta-pragmatics, literary pragmatics, social aspectsof pragmatics and pragmatics across cultures and so on. Specially, the researchershold that culture permeates in all levels of pragmatic act, not only language.Jacob Mey, a representative of macro-pragmatist, expounds systematically hispragmatic act theory in his book Pragmatics: An Introduction. Pragmatic act theory isa macroscopic theory on human communication act, regarding verbal communicationas social-cultural act among social members, and emphasizing the function of socialand cultural context. In the discussion of the pragmatic acts, Jacob Mey refers tospeech as centered on an institutionalized social activity of a certain kind, such asteaching, visiting a doctor's office, participating in a tea-ceremony, and so on (May,2001:219). Classroom is a special institution, and teaching as a kind of pragmatic actis possibly influenced by many factors. At present, most of researches about teachers'communication act in classes were studied from the perspective of micro-pragmatics.As teacher's pragmatic act is a communication act in class, it may certainly reflect thecultural and social influences. Therefore, a study on teachers' act in class from amacro-pragmatic perspective is motivated.

1.2 Purpose of the Research
Culture and language are closely related. First of all, Culture influences language,which can largely decide how people use language. Secondly, language can transmitculture and it is a carrier of culture. Language functions not only to report informationbut can actually shape the language users' thoughts and values (Whorf, 1956). Englishteachers especially college English teachers learn and use English for a long time dueto their professional and Educational background, they might have been influenced by the western culture contained in English( Li & Guo, 2012). As different cultures mayhave different conventions as to what is appropriate behavior in specific context,influenced by western culture, the Chinese English teachers' behaviors in classesmight be influenced to some extent by the English culture; while the non-Englishteachers are affected mainly by the Chinese culture. Just as Mey pointed out, "ascultures are different, so are the manifestations of the pragmatic acts that make itpossible for humans to live in a particular 'lingua-cultural' habitat." (Mey, 2001:280)That is to say, influenced by different cultures, people's pragmatic acts will bedifferent. Therefore, influenced by two d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。