Although not being set in a sociolinguistic perspective，the analysis of the semiotic patterns in the English learning advertisements has many interesting findings concerning the interpretations of English learning by the Chinese young people as potential customers，especially the analysis of the discourse topical structure in Chapter 4.These findings can give implications for the practice of English teaching and learning in contemporary China.

For example，the analysis of the hyper-Points and Points in the English learning advertisements finds that the most commonly occurring Point across the stages is the attribute of foreign-ness.It is represented in the pictures of foreign teachers and foreign faces among a group of learners，images of famous foreign landmarks like the Big Ben，the verbal expressions like the teachers'origin in English-speaking countries，the textbooks published abroad，the promise of entering foreign universities，and so on.The salient emphasis on foreign-ness reflects the interpretation of and motivations for English learning in the Chinese learners'mind.In other words，the desire to participate in an international community and environment should be one of the most important motivations of the Chinese learners to learn English.This finding can give implications for the educationists in English in many respects，for example，the design of learning materials.

The pattern of visual-verbal coherence in the multiple stages of the advertisements（in Section 5.3.2）is also revealing in terms of the hidden psychology of Chinese learners.Specifically，it is found that the pictorial mode represents details of young，happy，middle-class，successful image of Chinese learners whereas the verbal modes expresses more about the service related qualities and promises for utilitarian goals.They provide a window for us to look into the identification of the Chinese learners of the English language.