Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index

Mengsheng Qian; Xudong Liu

doi:doi:10.11648/j.tecs.20210602.15

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Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index

Mengsheng Qian, Xudong Liu

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 2)

Received: 6 June 2021 Accepted: 19 June 2021 Published: 13 July 2021

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Abstract

As one of the most prominent cross-cultural paradigms in the field of intercultural communication studies, the Five Cultural Dimensions pioneered by Professor Hofstede tried to explain how culture plays a key role in a business setting, which later was broadened to include any interpersonal communication. As a typical instance of intercultural communication, classroom discourse in a foreign language teaching context is suitable for a cross-cultural analysis within the framework of Hofstede’s theory of Five Cultural Dimensions, especially the power distance index for this index deals with how the influence of culture on one’s perception of power could mitigate or exacerbate the communication. The verbal and non-verbal behaviors exhibited by the teachers in a language classroom play an explicit and implicit role in the development of students’ academic achievement. It is worthwhile to explore the similarities and differences of these features between Chinese teachers and their foreign counterparts in order to shed light on how cultural elements might function as an important role in foreign language teaching. A self-made corpus is created by observing seven British teachers and ten Chinese teachers responsible for teaching four courses in China. Verbal and non-verbal behaviors are recorded along with interviews both with students participating in the class and teachers. It turns out that in terms of classroom discourse, there are indeed some significant differences in both verbal and non-verbal behaviors. While foreign teachers tend to use a variety of formalities in conducting their courses, Chinese teachers adhere to a certain level of formality in their teaching. In terms of non-verbal communications, foreign teachers prefer to walk around in a classroom where the desks are arranged in a circular or asterisk manner so that students are able to perform some discussion with their mate as well as teachers. On the contrary, Chinese teachers like to have a class in a regular classroom, seldom leaving the platform. Together with other elements, it is helpful to draw the conclusion that the different perception of power distance to a certain extent determines what kind of communicative style Chinese and British teachers use in their interaction with their students. However, question still remains as to whether these different verbal and non-verbal behaviors might have any possible effects on teaching performance.

Published in	Teacher Education and Curriculum Studies (Volume 6, Issue 2)
DOI	10.11648/j.tecs.20210602.15
Page(s)	73-80
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Power Distance Index, Verbal Communication, Non-verbal Communication, Second Language Teaching Classroom, Chinese Teachers, British Teachers

References

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[3]	Hofstede, G., Hofstede, G., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3^rd ed.). New York: McGraw-Hill Education.
[4]	Böheim, R. et al. (2020). How changes in teachers’ dialogic discourse practice relate to changes in students’ activation, motivation and cognitive engagement. Culture, Learning and Social Interaction, 28 (3): 145-173.
[5]	Wang, Yuan (2015). Comparative analysis of foreign language teaching in classroom between Chinese professors and foreign experts in teaching Chinese. Chinese Construction, 10: 29-30.
[6]	Zhong, Suhua. (2001). Study of teaching features and effectiveness of foreign experts. Chinese Talent, 11: 87-88.
[7]	Nunan, D. (2015). Teaching English to speakers of other languages. London: Routledge.
[8]	Rupp, D. & Becker, E. (2021). Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum. Teaching and Teacher Education, 99 (3): 213-257.
[9]	Wang, Jieyi. (2003). Non-verbal communication in College English classroom. Journal of Shaanxi Normal University (Philosophy and Social Sciences Edition), 10: 210-212.
[10]	Samovar, L. et al, (2016). Communication Between Cultures (9^th ed.). New York: Cengage Learning.
[11]	Kelly, William. (2018). Applying a critical metatheoretical approach to intercultural relations. In Molefi K. Asante, Yoshitaka Miike, & Jing Yin (eds.). The Global intercultural Communication Reader (pp. 263-279). New York: Routledge.
[12]	Lustig, M. & Koester, J. (2012). Intercultural competence (7^th ed.). London: Longman.
[13]	Crystal, D. (2019). The Cambridge Encyclopedia of the English Language (3^rd ed.). Cambridge: Cambridge University Press.
[14]	Tannen, D. (2013). You just don’t understand: Women and men in conversation. New York: William Morrow.
[15]	Leech, G. (2016). Principles of pragmatics. London: Routledge.
[16]	Saeed, J. (2015). Semantics (4^th ed.). London: Wiley-Blackwell.
[17]	Chen, Guo-ming. (2009). Foundations of intercultural communication (2^nd ed.). Shanghai: East China Normal University Press.
[18]	Xu, Lisheng. (2013). Intercultural communication in English (Revised Edition). Shanghai: Shanghai Foreign Language Education Press.

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Mengsheng Qian, Xudong Liu. (2021). Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index. Teacher Education and Curriculum Studies, 6(2), 73-80. https://doi.org/10.11648/j.tecs.20210602.15

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Mengsheng Qian; Xudong Liu. Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index. Teach. Educ. Curric. Stud. 2021, 6(2), 73-80. doi: 10.11648/j.tecs.20210602.15

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AMA Style

Mengsheng Qian, Xudong Liu. Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index. Teach Educ Curric Stud. 2021;6(2):73-80. doi: 10.11648/j.tecs.20210602.15

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@article{10.11648/j.tecs.20210602.15,
  author = {Mengsheng Qian and Xudong Liu},
  title = {Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {2},
  pages = {73-80},
  doi = {10.11648/j.tecs.20210602.15},
  url = {https://doi.org/10.11648/j.tecs.20210602.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210602.15},
  abstract = {As one of the most prominent cross-cultural paradigms in the field of intercultural communication studies, the Five Cultural Dimensions pioneered by Professor Hofstede tried to explain how culture plays a key role in a business setting, which later was broadened to include any interpersonal communication. As a typical instance of intercultural communication, classroom discourse in a foreign language teaching context is suitable for a cross-cultural analysis within the framework of Hofstede’s theory of Five Cultural Dimensions, especially the power distance index for this index deals with how the influence of culture on one’s perception of power could mitigate or exacerbate the communication. The verbal and non-verbal behaviors exhibited by the teachers in a language classroom play an explicit and implicit role in the development of students’ academic achievement. It is worthwhile to explore the similarities and differences of these features between Chinese teachers and their foreign counterparts in order to shed light on how cultural elements might function as an important role in foreign language teaching. A self-made corpus is created by observing seven British teachers and ten Chinese teachers responsible for teaching four courses in China. Verbal and non-verbal behaviors are recorded along with interviews both with students participating in the class and teachers. It turns out that in terms of classroom discourse, there are indeed some significant differences in both verbal and non-verbal behaviors. While foreign teachers tend to use a variety of formalities in conducting their courses, Chinese teachers adhere to a certain level of formality in their teaching. In terms of non-verbal communications, foreign teachers prefer to walk around in a classroom where the desks are arranged in a circular or asterisk manner so that students are able to perform some discussion with their mate as well as teachers. On the contrary, Chinese teachers like to have a class in a regular classroom, seldom leaving the platform. Together with other elements, it is helpful to draw the conclusion that the different perception of power distance to a certain extent determines what kind of communicative style Chinese and British teachers use in their interaction with their students. However, question still remains as to whether these different verbal and non-verbal behaviors might have any possible effects on teaching performance.},
 year = {2021}
}

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TY  - JOUR
T1  - Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index
AU  - Mengsheng Qian
AU  - Xudong Liu
Y1  - 2021/07/13
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DO  - 10.11648/j.tecs.20210602.15
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
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UR  - https://doi.org/10.11648/j.tecs.20210602.15
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Author Information

Mengsheng Qian

School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, P. R. China
Xudong Liu

School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, P. R. China

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Mengsheng Qian, Xudong Liu. (2021). Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index. Teacher Education and Curriculum Studies, 6(2), 73-80. https://doi.org/10.11648/j.tecs.20210602.15

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ACS Style

Mengsheng Qian; Xudong Liu. Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index. Teach. Educ. Curric. Stud. 2021, 6(2), 73-80. doi: 10.11648/j.tecs.20210602.15

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AMA Style

Mengsheng Qian, Xudong Liu. Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index. Teach Educ Curric Stud. 2021;6(2):73-80. doi: 10.11648/j.tecs.20210602.15

Copy | Download

@article{10.11648/j.tecs.20210602.15,
  author = {Mengsheng Qian and Xudong Liu},
  title = {Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {2},
  pages = {73-80},
  doi = {10.11648/j.tecs.20210602.15},
  url = {https://doi.org/10.11648/j.tecs.20210602.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210602.15},
  abstract = {As one of the most prominent cross-cultural paradigms in the field of intercultural communication studies, the Five Cultural Dimensions pioneered by Professor Hofstede tried to explain how culture plays a key role in a business setting, which later was broadened to include any interpersonal communication. As a typical instance of intercultural communication, classroom discourse in a foreign language teaching context is suitable for a cross-cultural analysis within the framework of Hofstede’s theory of Five Cultural Dimensions, especially the power distance index for this index deals with how the influence of culture on one’s perception of power could mitigate or exacerbate the communication. The verbal and non-verbal behaviors exhibited by the teachers in a language classroom play an explicit and implicit role in the development of students’ academic achievement. It is worthwhile to explore the similarities and differences of these features between Chinese teachers and their foreign counterparts in order to shed light on how cultural elements might function as an important role in foreign language teaching. A self-made corpus is created by observing seven British teachers and ten Chinese teachers responsible for teaching four courses in China. Verbal and non-verbal behaviors are recorded along with interviews both with students participating in the class and teachers. It turns out that in terms of classroom discourse, there are indeed some significant differences in both verbal and non-verbal behaviors. While foreign teachers tend to use a variety of formalities in conducting their courses, Chinese teachers adhere to a certain level of formality in their teaching. In terms of non-verbal communications, foreign teachers prefer to walk around in a classroom where the desks are arranged in a circular or asterisk manner so that students are able to perform some discussion with their mate as well as teachers. On the contrary, Chinese teachers like to have a class in a regular classroom, seldom leaving the platform. Together with other elements, it is helpful to draw the conclusion that the different perception of power distance to a certain extent determines what kind of communicative style Chinese and British teachers use in their interaction with their students. However, question still remains as to whether these different verbal and non-verbal behaviors might have any possible effects on teaching performance.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index
AU  - Mengsheng Qian
AU  - Xudong Liu
Y1  - 2021/07/13
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210602.15
DO  - 10.11648/j.tecs.20210602.15
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 73
EP  - 80
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210602.15
AB  - As one of the most prominent cross-cultural paradigms in the field of intercultural communication studies, the Five Cultural Dimensions pioneered by Professor Hofstede tried to explain how culture plays a key role in a business setting, which later was broadened to include any interpersonal communication. As a typical instance of intercultural communication, classroom discourse in a foreign language teaching context is suitable for a cross-cultural analysis within the framework of Hofstede’s theory of Five Cultural Dimensions, especially the power distance index for this index deals with how the influence of culture on one’s perception of power could mitigate or exacerbate the communication. The verbal and non-verbal behaviors exhibited by the teachers in a language classroom play an explicit and implicit role in the development of students’ academic achievement. It is worthwhile to explore the similarities and differences of these features between Chinese teachers and their foreign counterparts in order to shed light on how cultural elements might function as an important role in foreign language teaching. A self-made corpus is created by observing seven British teachers and ten Chinese teachers responsible for teaching four courses in China. Verbal and non-verbal behaviors are recorded along with interviews both with students participating in the class and teachers. It turns out that in terms of classroom discourse, there are indeed some significant differences in both verbal and non-verbal behaviors. While foreign teachers tend to use a variety of formalities in conducting their courses, Chinese teachers adhere to a certain level of formality in their teaching. In terms of non-verbal communications, foreign teachers prefer to walk around in a classroom where the desks are arranged in a circular or asterisk manner so that students are able to perform some discussion with their mate as well as teachers. On the contrary, Chinese teachers like to have a class in a regular classroom, seldom leaving the platform. Together with other elements, it is helpful to draw the conclusion that the different perception of power distance to a certain extent determines what kind of communicative style Chinese and British teachers use in their interaction with their students. However, question still remains as to whether these different verbal and non-verbal behaviors might have any possible effects on teaching performance.
VL  - 6
IS  - 2
ER  -

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