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teaching, the basic and main form of Englishstudy in China, is carried out through teacher–student interaction. Students aremore sensitive and observant to teachers’ nonverbal behaviors than their drabspeech. Compared with didactic verbal language of teachers, nonverbalbehaviors can better transmit the empathy and understanding and respondingwith warmth(Grant ＆ Hennings, 1971). Students’ nonverbal behaviors alsooffer teachers continuous feedback information if the teacher can perceive themand decoding them correctly. In addition, teachers’ nonverbal behaviors inclassroom have great impact on students. Therefore, English teachers shouldunderstand and learn the use of nonverbal behaviors, such as proxemics,chronemics and kinesics.

1.2 Significance of the Study
Human communication is a purposive mutual behavior carried out by at leasttwo people in order to maintain social connection, to get useful information fromothers, to enhance harmonious feelings, etc. Human is the most powerfulcommunicator in the world because we are able to articulate morpheme toconstitute words, then join words into meaningful phrases and pronounce themthrough vocal organs. That is to say, verbal communication is the biggestdifference between human and animals. However, we also have to know that thewhole process of human communication is composed of verbal and nonverbalcommunication. For a long time, verbal aspect of communication is emphasizedby people (whether ordinary people or scholars). Nevertheless, the fact is thatmuch of implied and factual messages in our face-to-face communication areconveyed nonverbally. Because nonverbal communication is a silent processbeyond words, most linguists and scholars take it for granted. Moreover, some ofthem even believe language is the only way to send or receive messages.

Chapter Three Case Study of E-C EST Translation from...................24-52
    3.1 Cohesion in EST Discourse and Its Application ...................25-37
        3.1.1 Reference Cohesion ...................25-28
        3.1.2 Substitution & Ellipsis Cohesion................... 28-32
        3.1.3 Other Grammatical Cohesion................... 32-33
        3.1.4 Lexical Cohesion................... 33-35
        3.1.5 Logical Connector Cohesion................... 35-37
    3.2 Coherence in EST Discourse and Its Applicatio................... 37-41
        3.2.1 Overt Coherence ...................39-40
        3.2.2 Covert Coherence ...................40-41
    3.3 Rhetorical Structure of EST Discourse and Its Application...................41-52
        3.3.1 Topic ...................43-45
        3.3.2 Rhetorical Function ...................45-47
        3.3.3 Rhetorical Technique ...................47-48
        3.3.4 Analysis of Rhetorical Structure in E-C EST Translation................... 48-52

Conclusion

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