1. A Comparison of Power Distance of English Teachers and Non-English Teachers in Classroom Communication -----------A Case Study of Guangxi Normal University Presenter: Li Dongmei

2. Research Background The relationship between language and culture. The relationship between language and culture. Language functions not only to report information but can actually shape the language users ’ thoughts and values (Whorf, 1956) Language functions not only to report information but can actually shape the language users ’ thoughts and values (Whorf, 1956)

3. Two Research Questions 1. If people learn or use a foreign language for a long time, do their cultural values change? 1. If people learn or use a foreign language for a long time, do their cultural values change? 2. Will the change be reflected in their daily communication behaviors? 2. Will the change be reflected in their daily communication behaviors?

4. Comparing Groups College English teachers and College English teachers and Non-English teachers. Non-English teachers. In Guangxi Normal University In Guangxi Normal University

5. What to Compare? Value-------(power distance) Value-------(power distance) Classroom communication style---by observation Classroom communication style---by observation

6. Why Power Distance? Hofstede ’ s culture dimension theory Hofstede ’ s culture dimension theory Chinese culture as a high power distance culture Chinese culture as a high power distance culture Value may be changed Value may be changed

7. How to Measure Power Distance? According to Hofstede, power distance is the acceptable degree of the less powerful social members toward power inequality in one social group or organization. So the best way to measure power distance is to ask the less powerful ones ’ perception toward the more powerful ones. As a result, College English and non- English teachers ’ power distance tendencies should better be measured through the students ’ answers. According to Hofstede, power distance is the acceptable degree of the less powerful social members toward power inequality in one social group or organization. So the best way to measure power distance is to ask the less powerful ones ’ perception toward the more powerful ones. As a result, College English and non- English teachers ’ power distance tendencies should better be measured through the students ’ answers.

8. Observing Teacher ’ s Communication Style teachers request strategies, teachers request strategies, discourse, discourse, students participation, students participation, humor use humor use non-verbal language non-verbal language

9. Data Collection-sampling Why Guangxi Normal University? Why Guangxi Normal University? College of Foreign Studies--English Teachers College of Foreign Studies--English Teachers College of Chinese linguistics and literature, College of Politics and Administration, College of Mathematics and College of Chemistry & Chemical Engineering – Non-English Teachers College of Chinese linguistics and literature, College of Politics and Administration, College of Mathematics and College of Chemistry & Chemical Engineering – Non-English Teachers Gender, professional title Gender, professional title

10. Table 5 : Teachers Sampling （ N=26 ） Major Title/Gender English teacherNon-English teacher malefemalemalefemale Professor14 Associate Professor 1322 Lecturer2713 Table 1: Teachers Sampling N=26

11. Table 6 : Questionnaires Distribution （ N=1172 ） English Major College of Politics and Administration College of Liberal Arts College of Chemistry & Chemical Engineering College of Mathematics CEMCCECMCCECMCCECMC Questionnaire Distributed （ 1195 ） 113721485213812 0 17516221 0 Questionnaire Returned （ 1172 ） 113701445213511 8 17116020 9 (CEC = College English Courses; MC=Major Courses) Table 2: Questionnaires Distribution （ N=1172 ）

12. Data Treatment The data collected from the teachers ’ power distance questionnaire are first testified through homogeneity reliability analysis to prove the reliability of the questionnaire. Then they are analyzed through Univariate Analysis of Variance in SPSS 10.0 to determine the effects of three independent variables (major, gender and professional titles) to the dependent variable: teachers' power distance. The data collected from the teachers ’ power distance questionnaire are first testified through homogeneity reliability analysis to prove the reliability of the questionnaire. Then they are analyzed through Univariate Analysis of Variance in SPSS 10.0 to determine the effects of three independent variables (major, gender and professional titles) to the dependent variable: teachers' power distance.

13. Data Treatment The observation scales are analyzed by classification and computation of the data manually. The observation scales are analyzed by classification and computation of the data manually.

14. Table 8: Mean Scores of Non-English Teachers and English Teachers Major MeanStd. Error 95% Confidence Interval Lower Bound Upper Bound Non- English Teachers 44.752.30244.11245.392 English Teachers 41.361.32440.67442.048 Table 3: Mean Score on Power Distance of English Teachers and Non-English Teachers

15. Table 4: Summary of Results of ANOVA on Data from Teachers' Power Distance Questionnaire Mean Square FSig.Eta. Squared Major55.47462.880.000*.797 Professional Titles 1.9002.154.149.212 Genders1.8552.103.166.116 ﹡ significant at the 95% level

16. Observation Result 1. English teachers ’ requests are more indirect and soft than that of non- English teachers. 1. English teachers ’ requests are more indirect and soft than that of non- English teachers. 2. English teachers begin lessons by prompting some questions, while non- English teachers usually begin lessons directly. 2. English teachers begin lessons by prompting some questions, while non- English teachers usually begin lessons directly.

17. Observation Result English Class English Class Teacher talk 50% Teacher talk 50% Student talk 50% Student talk 50% Non-English Class Teacher talk 67% Teacher talk 67% Student talk 33% Student talk 33%

18. Observation Result 4. Among 12 non-English teachers, only 3 teachers use humors or jokes during a class hour. While among the 14 English teachers, 6 of them use humors or jokes. 4. Among 12 non-English teachers, only 3 teachers use humors or jokes during a class hour. While among the 14 English teachers, 6 of them use humors or jokes.

19. Observation Result 5. In non-English class, the teachers stand in front of the class or behind the platform most of the time. The distance between teachers and students is kept within the public distance/zone. 5. In non-English class, the teachers stand in front of the class or behind the platform most of the time. The distance between teachers and students is kept within the public distance/zone. But in the English classes, the English teachers try to approach to the students 2-3 times in 40 minutes from public distance to social distance/ zone or even personal distance. But in the English classes, the English teachers try to approach to the students 2-3 times in 40 minutes from public distance to social distance/ zone or even personal distance.

20. Conclusion The English teacher ’ s power distance is significantly lower than that of the non-English teachers. The English teacher ’ s power distance is significantly lower than that of the non-English teachers. This difference is mainly caused by the different time of learning and using English language. This difference is mainly caused by the different time of learning and using English language.

21. Conclusion The research strongly proves that learning and using a language for a long time, people will be influenced by the value contained in that language. The research strongly proves that learning and using a language for a long time, people will be influenced by the value contained in that language.