大學(xué)英語教師課堂提問策略的順應(yīng)性研究

大學(xué)英語教師課堂提問策略的順應(yīng)性研究碩士研究生：李王梓指導(dǎo)教師：席紅梅教授學(xué)位級別：文學(xué)碩士學(xué)科、專業(yè)：外國語言學(xué)及應(yīng)用語言學(xué)所在單位：外語系論文提交日期：2010年4月1日論文答辯日期：2010年6月11日學(xué)位授予單位：哈爾濱工程大學(xué)ClassifiedlndeU.D.C：芒、AThesisfortheDegreeofM.A.芒、AStudyontheAdaptabi1ityofTeachers'QuestioningStrategiesintheCo11egegp^Jsi聲0bomCandidate：LiWangziSupervisor：Prof.XiHongmeiAcademicDegreeApp1iedfor：MasterofArtsSpecia1ty：ForeignLinguisticsandApp1iedLinguisticsDepartment：ForeignLanguagesDepartmentDateofSubmission：Aprill,2010DateofOralExamination：June11,2010University：HarbinEnginee哈爾濱工程大學(xué)學(xué)位論文原創(chuàng)性聲明本人鄭重聲明：本論文的所有工作，是在導(dǎo)師的指導(dǎo)下，由作者本人獨立完成的。有關(guān)觀點、方法、數(shù)據(jù)和文獻的引用已在文中指出，并與參考文獻相對應(yīng)。除文中已注明引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)公開發(fā)表的作品成果。對本文的研究做出重要貢獻的個人和集體，均己在文中以明確方式標明。本人完全意識到本聲明的法律結(jié)果由本人承擔。作者（簽字）：麓互膏哈爾濱工程大學(xué)學(xué)位論文授權(quán)使用聲明本人完全了解學(xué)校保護知識產(chǎn)權(quán)的有關(guān)規(guī)定，即研究生在校攻讀學(xué)位期間論文工作的知識產(chǎn)權(quán)屬于哈爾濱工程大學(xué)。哈爾濱工程大學(xué)有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交論文的復(fù)印件。本人允許哈爾濱工程大學(xué)將論文的部分或全部內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索，可采用影印、縮印或掃描等復(fù)制手段保存和匯編本學(xué)位論文，可以公布論文的全部內(nèi)容。同時本人保證畢業(yè)后結(jié)合學(xué)位論文研究課題再撰寫的論文一律注明作者第一署名單位為哈爾濱工程大學(xué)。涉密學(xué)位論文待解密后適用本聲明。本論文（囪在授予學(xué)位后即可口在授予學(xué)位12個月后口解密后）由哈爾濱工程大學(xué)送交有關(guān)部門進行保存、匯編等。作者（簽字）：謔互導(dǎo)師（簽字）：破：矽p年簪月/et 工/Acknow1edgemen

tsMyheartfeltthanksandutmostappreciationfirstandforemostgotomyonthlspaper.withoutherconslantguidanceandencouragement.thispaperwouldneverhavebeenfinished.totherestofmyrespectaattotherestofmyrespectaatTheirkindness?patienceandwMyspecialtb1eandadmiHarbinEngineeisdomhavehanksa1sogoredteachersringUniversitybenefitedmeaasttwoyears.Indeedlwoulda1so1ketogivemysincerethankstomyc1assmatesfortheyhaveprOV1dnee,esroommatmostneeedmew1pecia1eYangRuded.thmuchneededsupportandassista1ytomyi,whoofferedmegeneroushelpwhenitWasleast,1eatestwouldiketotakethisopportunitytoegratigratitudeandsupportomyfami1yandfriends.tinspiremeTheircontinuous1ove*todowhatl*todowhatlcantomakemydre鋤scometme.摘要提問是大學(xué)英語課堂教學(xué)中常見的教學(xué)活動，提問的質(zhì)量直接影響到課堂教學(xué)活動的開展，提問的有效進行依賴于策略的使用。維索爾倫順應(yīng)論從一個新的視角全面地闡釋了人類語言產(chǎn)生和理解的動態(tài)過程。本論文首先根據(jù)實證研究中收集到的數(shù)據(jù)，歸納總結(jié)出大學(xué)英語教師在英語課堂教學(xué)中所使用的提問策略；然后對提問策略使用的頻率和具體使用情況進行分析；最后以順應(yīng)論為理論框架全面分析和闡釋大學(xué)英語教師在英語課堂教學(xué)中使用提問策略的順應(yīng)性。本論文研究結(jié)果表明大學(xué)英語教師課堂提問策略的使用不是任意的，而是對語境因素的順應(yīng)。本論文從心理世界，社交世界以及物理世界三個方面分析大學(xué)英語教師課堂提問策略的使用對語境因素的順應(yīng)過程。關(guān)鍵詞：大學(xué)英語課堂；英語教師；提問策略：順應(yīng)性AbstractRais

inthquestionsisoneofthemostcommonteachingactivitiesliegeEnglenceishsth1assroom,andthequalityofquestionsdirectlyinfluclassroom*es.Theeffeetivequestionsdependonthequestioningsherren'SAdaptationTheorybringsanewperspectiationandsheds1ightonthedynamieprossoflanguageuse.study,thisaco11firstectedfromtheempirizesliegetheEngrategiesteachersadolassionsroom,

ofteaAbstractRais

inthquestionsisoneofthemostcommonteachingactivitiesliegeEnglenceishsth1assroom,andthequalityofquestionsdirectlyinfluclassroom*es.Theeffeetivequestionsdependonthequestioningsherren'SAdaptationTheorybringsanewperspectiationandsheds1ightonthedynamieprossoflanguageuse.study,thisaco11firstectedfromtheempirizesliegetheEngrategiesteachersadolassionsroom,

ofteahefrequencyandusingcondiquestionitwiththeAdaptationTheoryasatwork,smakesaCompea.csireners'qoy.qresu1tstheadaptabintheCo11egeEng1ishc1arbianalisthesisindicatethangstrategiesisnottionofteachers'questtrary,butadaptstotheContextua1factors.Andthisthesisi1ityofteachers'questioningstrategietothementthreeaspects：adaptationtothesociaIworldandtothephysKeywords：Col1egeEng1ishclassroom；Englishteachers；questioningstrategies；adaptabi1ityContentsTOC\o"1-5"\h\z\o"CurrentDocument"Chapter1Introduction 1產(chǎn)Chapter2LiteratureRenew \o"CurrentDocument"2.IPreviousStudyonTeachers,QuestioningStrmeg1esAbroad 52.2PreviousStudyonTeachers^QuestioningS仃ateglesinChina 1 02.3Verschucrcn'SAdaptationTheory 152.3.IMakingChoices 1 6°2.3.2Variabi1ity,Negotiabi1ityandAdaptabi1ity..... 17\o"CurrentDocument"2.3.3InvestigationAngles . 2 0\o"CurrentDocument"Chapter3Methodo1ogy 2 43.IResearchQuestions 2 43.2Subjects 2 43.4Procedures 2 83.5DataCoI1ection 3 0Chapter4DataAna1ysisandDiscussion 314.ITheQuestioningTime 3 1.2TheWait-TimeofTeachers*Questionin3TheQuestioningStrategiesFrequent1yAdopteTOC\o"1-5"\h\zd 36Chapter5AnalysisoftheAdaptabi1ityofTeachers^uestioningStrategiesintheCo11egeEng1ishClassroom 42*5.1AdaptationtotheMenta1Wor1d 4 31.lAdaptationtoCognitiveElements 4 45.1.2AdaptationtoEmotiveE1ements 485.2AdaptationtotheSocia1Wor1d 5 75.2.lAdaptationtoSocialRelationshi5.2.2AdaptationtoSocialRoles 65.2.3AdaptationtotheColIegeEng1ishTeachingObjectives 675.2.4AdaptationtoPositiveandActiveC1assroomAtmosphere 715.2.5AdaptationtoStudents'FaceAwareness 7 5\o"CurrentDocument"5.3AdaptationtothePhysica1Wor1d 81/—、5.3.lAdaptationtoClassroomCondition\o"CurrentDocument"5.3.2AdaptationtoStudents'PhysicaIFeedback 8 588Chapter6Conc1usion ,, WorksC：ited7.AppendixB ? ? ...?1°3AppendixC.,.. .............? * ***????* ? ? 104ChapterlIntroduction!AInrecentyears,agreatnumberofresearchershavereachedaconsensusthatthec1assroomisaworthwhileplacetolookat,becausetheclassroomisa11importantsettingforsecondlanguagelearners(Chaudron,1988；El1is?1994).Sincethemid1990s,''teacherresearchMhasbeenadvocatedbymanywesternresearchers.Inthisfieldftheroleofteachers^alkattractsgreatattention.Nunan(1991)holdsthatifwewanttoenrichourunderstandingof1anguage1earningandteaching?weneedtospendtimelookinginclassrooms.Teacherstta1kisatoo1toimpartknowledge,andservesasacrucialsourceofinputaswe11,Brock(47.59)statesthatteachers'talk,suchasthekindofquestionsteachersask,cailsignificantlyaffectthequantityandquMityofstudentsinteractioninthelesson.Questioningisoneofthemostcommontechniquesusedbyteachers.Teachers^uestions**ca11beusedtoa1lowthelearnertokeepparticipatinginthediscourseandevenmodifyitSOthatthelanguageusedbecomesmorecomprehensibleandpersona1lyrelevant,'(BanbrookandSkehan142).Thevalueofteachers'questionsisthattheyappeartobe142).Thevalueofthebasicunitunderlyingmostmethodsofclasroomteachingz*(Gal1719).QuebeenuthefocusofresearchattentioninlanguageclassroomsformanyyearsM(Nunanl92).InChina,EnglishistaughtasaforeignlanguageandstudentscanfindfewchancestocommunicateinEng1ishoutsideEnglishclass,SOc1assroomisthemainp1acewherestudentsCanhaveaccesstoEng1ish.Teachersa1eresponsib1eforprovidingadequatecomprehensibleinputandmaximizingstudents'exposuretothetarget1anguage.Investigationsshowthatmostofthee1assroominteractionisdonebybothteachers'posingquestionsandstudents'answeringthem.TherehavebeennumerousdiscussionsandresearchesoftheclassroomquestioningforOVerlOOyearsabroad,especiallyeversincel950s.However,thestudyofteachers,questioningstrategiesinChinaisre1ative1ynotverydeeporcompreh ensive.A1mosta1lofthemonlymadethequa1itativeresearchonteachers,questioningnottomenti

Verschueren'SAdaptationTheoryprovidesanewinsightforpragmatics,whichalsoprovidesanewperspectiveforanalyzingteachers'questioningstrategies.AccordingtotheAdaptationTheory,theuseoflanguagemustconsistofcontinuousmakingofIinguisticchoice.consciouslyorunconscious1y,for卜1anguage-interna1and/or1anguage—externa1reasons,andmakingchoicemustbenwhichwearenwhichweare1ocatednordertoachievrschueescommunicahersquestadoptedtheresu11egeEng1ishechers'choice.assroomarealsoThese1eary,butadoptedtheresu11egeEng1ishechers'choice.assroomarealsoThese1eary,butteaivequestioningategiesisnotarbiThovedofthefol1owingchaperThovedofthefol1owingchapers：Chapteroneprnwhichbackground,purpose,晡efiion1ntroductiontoVers1heo夥一thetheoretiren'SAdaptatframework晡efiion1ntroductiontoVers1heo夥一thetheoretiren'SAdaptatframework1ogyoftheis；Chapterthreeatesthemethodotionsanddiinstruments,papterfourcoperoceduresanddatacollectionindetai1；Chs、）instruments,papterfourcoperoceduresanddatacollectionindetai1；Chs、）1riII1theedfromtheempiricalstudy.Itfirst1yana1yzesthequestioningtandwait——timeequestioningofteachers'questioning,andthenitsummariandwait——timeequestioningsteachersusedintheCol1egeEng1ishclassroom：Chasdevoted?..*totheanalysisoftheadaptabi1ityofteachers'questioningstrategiesintheCollegeEnglishelassroom；ThelastchapterSe1vesastheconclusionofthethesis.The.authorsummarizesthemajorfindingsofthestudy.The1imitationandsuggestionsforfurtherresearcharealsopresentedinthispart.Chapter2LiteratureReviewInthischapter,theresearchesdoneonteachers'questioningstrategiesathomeandabroadwi11bereviewedfirst1y.Andthentheauthorwi11giveanoverviewof2.IPreviousStudyonTeachers'QuestioningStrategiesAbroadTheword**strategyz*originatesfrommiiitary,whichmeanstheartofplanninganddirectingalloperationinawarorcampaign.However,asamatteroffact,ti11now,thereisn,tagenera11yaccepteddefinitiontoteachers'questioningstrategies,becauseitisnoteasytodefineitcomprehensivelyandaccurate1y.Inthisstudy*teachers*questioningstrategiesrefertotheskillsthatteachersuseintheirquestioningprocesses.Teachers'questioningstrategiesareofgreatimportanceintheCollegeEnglishclassroom.Withquestioningstrategies,teacherscanraisequestionseffectivelySOastoachievetheirteachingobjectivessuccessful1y.Withquestioningstrategies,teachersCangetmorestudentsinvo1vedintotheclassinteractionsande1icitmoreresponsesfromstudentssoastoestablishanactive

andpositivec1assroomatmosphereandtohe1pstudentsimprovetheirEnglishcomprehensiveabi1ities.In1912?Stevensaresearchedteachers'questionsfirstlyandsystematica11y?and"accordingtohisinvestigation,teachersasked2to4questionseachminute,and,thetimeofquestioning-responseaccountedfor80%oftheclasstime,SOteachers,questioningWasregardedasthenuc1easeofeffectiveteaching(qtd.in金傳寶54).Sincethen,lotsoflanguageexpertsstartedtoresearchquestioningbehaviors.Theclassificatusatabroadandhome.Perott(19hputforwardfou82)andJacobsenrquestioningeta1.(1999)botstrategiesusedbyteachers,includingself—exp1Theclassificatusatabroadandhome.Perott(19hputforwardfou82)andJacobsenrquestioningeta1.(1999)botstrategiesusedbyteachers,includingself—exp1aining,prompting,probingandredirecting.Se1f—exp1tudentsbeainingiforesusedbyteacherstomovetheobstac1askingquestaskingquesticlearaspossions.BydoingSOteachersca1Imakethequestionsasb1ewhichwi1Ibehe1pfulforstudents'answersandinteraction.

Whenstudentsdonotknowhowtoansweraquestion,suchas,"Idon'tknow”response,averyweakresponse,orapartlyorcompletelyincorrectresponse,promptingisaneffectivestrategyadoptedbyteacherstohelpstudents(Pcrrott62).Withthisstrategy,teachersusuallygivesomehintstosolveaproblemortochLdfystudents'responses,ratherthananswerthequestionbythemselvesorchangeitintoanotherthatrequires1ittlethoughttoreply.nottuderefeeforcorrecteaentteantothhem.han"(PerroR79).

ntsundersta"(PerroR79).

ntsunderstastrategycallalsoatWhenteacp1estoi1encouragraction,comesintstionisdstudentsthestudeherswantTOC\o"1-5"\h\z1u s t r a t eem o r e s t ure d i r e c tob e i n g . Rir e c t e d tstudentsapointordentstoping s t r a tedi r e c t iose v e r a 1This

ndthtoprovidarticipaegyngmeans4,esomeexateintheithesameqsometimessometimestherea1pthememorethanoneanSWertoaquestion,andthenheacknow1edgeandacdents(Jacobsenetresponsesfromdifferentstua1.156).NortonandOmsteinputforwardfivequestioningstrategies：sequenceofquestions,directing,probing,increasingwait-timeandencouragingstudents*questions.Sequenceofquestionsreferstotheorderofteachers'questions,thatis,teachersshouldraisequestionsfromthesimp1etothedifficu1tstepbystep.Directingmeansteachersshouldaskquestionfirst1yandthennamestudents.Probingreferstoaskingfol1ow—upquestions(Norton23—26,Omstein28-30).wThroughappropriatestrategiesinformu1atingandaskingquestiolls,theteachercanheipstudentsunderstandandutiJizecontentandformulateideastconcepts,ationships,andprincip1esM(0mstein284).lassrooms,theAccordingtohim,strategiesforteacherstoaskquestionsincludepromrobingand*repeating.InNathanBond'Sopfstudentsarenion,c1assroommanagementprob1emsOCCuridissatisfiedorboeexpectedbehavioredormeyareunc1earaboutthr.AndhetegCa1denW]CuestentevefororetheE)ePsr.o8)Varythewaystudentsrespowhorespondragestudentstoaskque(Bond41—45)Besidestheabovetheoretica1researchersonteachers'questiotrategies,thereareaateotsofempirica1studiesonteachers'questioningstrbroad.*hSue,HusseyTony,BlackmoreA.M.andMcMurraudyontheuseofquestioningstalteachers,andtheyfoundrategingquestioningandotherappropriatetica1eachingstteachg,decfaci1itatethedevelopmentofcritica1thinkiningandnginstudents(Sellappahetal.142—148).WEN—Hsiexaminedclassroomquetheoretica1frameworkstioningwithintheinput-outputtogainabeaerundedagogicalanderstandingofhowteachers'questionsoperateasplearningtoolsforstudents'second1anguageacquisition(WEN-HsinTeachers'QuestioningStrastigationintosomeco11egesanduniverstigationintothattherewerefourphrasesofquestioning,name1y,prringandevaringandeva1uating,S0hesummarteachers'questioningachederaeverChaptviewer2Literatgy,designingquestievalgy.Itisnecessaryfegyshouldnotonlyg,butalsopcurredictthepossibleproblemiquesandski11swhivene(王篤清repsanaryinogivepronses.Thecommon1yundmostaccethemoffraging,totryagyofForeignStudies,HuQingqiuhassummarizedsixquefourteachersusedinthfourteachersusedintheng,irclasses.andtheyarequestionsion,ion.simplificatiTeacherscondephrasingandhedecikeachain,whicrtisticway,thatiquestionsion,ion.simplificatiTeacherscondephrasingandhedecikeachain,whicrtisticway,thatiheanswersareconnecCanmakeeverystudentfyonteachers^uestion,sonthestudents'answersaswwaythewhclasswouldbeinastateo1tforstudtions,ifteachersmaequestionortudentscannotundercannothearthequestionscisgenerally1ear1y,theyusuallyrepeatthequestions.ItcannothearthequestionscisgenerallyacceptedthatrepetitionCan1eavemoretimeforstudentstonlinkaboutthequestions.Simp1ificationmeansthatteachersshouldmakethequestionassimp1eastheyCanbeforeprovidingittostudents.especiaIlythosecompiicatedquestions.whichaleverydifficu1tforstudentstounderstand.Rephrasingmeansthatinordertohe1pstudentsunderstandthequestionsdeeply,teacherseal1expresstheimplestrucsinanotherwaybyusingsomeeasywordsorsimplestrucDecompositionreferstothattheteacherscanalsobreakupthewho1equestionintopartsandgivesomesuggestionstohe1pstudentscomeupwithanswers（胡青球etal.22—27）.Inhisstudy,healsofindsthatal1ofthefourteachersusetheofrepetitionanmadeadiscouL——teache

netionaingupananalyt1iday,Singereescs.Fbedtegsthmmam,oursstrearherngstrategiticalperspectdentsintopartic1a雪燕5ay'S（楊gtoWangDugyiingestudyaboutthemadeanexperimenta1studyonquestioningstrategiesof369studentsofnon.Eng1ishmajorsand74Co11egeEng1ishteachers（賀夢依70—77）.LiSuzhimadeacomparativestudyofthequestioningstrategiesemployedbynativeEngdthchersandbyChineseteachersofEnglishandshefoEng

tiochershadaskedmorediEngdthchersandbyChineseteachersofEnglishandshefoEng

tiochershadaskedmorediionsanddosedchersdidandthattherquestionswerpromptingmoremovesfromtpromptingmoremovesfromtdingmoresttedmoves（李素枝moves（李素枝56—59）.Therearea 1 s o 1 o t s ofs tudent swhod i dresearchesonteachers'questioning i n t h eCo11egeEn g 1 i s h c 1 ass inthei rthes e s.Butmostofthemconcentrateonthedescriptivestudy,thatis,theymainlyfocusonthestudyoftheamountofteachers,talk,theformsandcontentsofteachers'question,andteachers,feedbacketCoThespecificandsystemicstudyonteachers'questioningstrategiesisre1ative1yrare.LiaoKunhuistudiedtheeffectofteachers'questioningstrategies.ricalstudyinEFLc1assroominteraction,andMeiQingmadeanempofteachers,questionincollege.

ricalstudyFromtheabove1iteraturereviewweknowthatmuchhasbeeFromtheabove1iteratundiscussedonquestioningstrategyinourcountry,butmostoftheworkseemstoprimari1yconcentrateondescriptivestudy,thatis,main1yfocusesonsummarizationoforaloutput*on1iday'SSystemicFunctionalstioningstLing

rates.Thereisscantstudyaboutteachers'quefromVerscimstoexp1hueren'SAdoretheaptationTheory.Thepresentstudfqueoraloutput*on1iday'SSystemicFunctionalstioningstLing

rates.Thereisscantstudyaboutteachers'quefromVerscimstoexp1hueren'SAdoretheaptationTheory.ThepresentstudfquestioningstrategiesusedbyEnglishteacherish1anguagecjorstudentsintheCol1egeEngish1anguagec2.SVersehueren^AdaptationTheoryAdaptationtheorywagfirstproposedbyJefVerschuereninlrisPragmaticsasaTheoryofLinguisticsAdaptationin1987,thenhepublishedhisworkUnderstandingPragmaticsin1999,whichgaveadetai1edandcomprehensiveexp1anationabouttheAdaptationtheory.JefVerschuerenspecifiedpragmaticsasuageneralcognitive.social,andcu1turalperspectiveonlinguisticsphenomenainre1ationtotheirusageinformsofbehavior*'(Versehueren59).

chueren,usinglanguagemustconsitofcontinAccordingtoVeruousmakingofconscious1chueren,usinglanguagemustconsitofcontinAccordingtoVeruousmakingofconscious1yorunconsciouy,forlanguage——s.Therea1e1anguage—eaturesoft1)Choicesaleindeedmadeateverypossib1anguage—eaturesofte1eve1ofstructure：phonetic/phonological,morphologica1,syntactic,lexical,semantic1evel.Thechoice—makingdoesnothavea1inea11iketheformerSpeakersdonotonychooseformsochoosestrategies,whichmeansthatcSpeakersdonotonychooseformsochoosestrategies,whichmeansthatchoicesasib1e1eve1emadethathaveeveryposucturewithintheope.3)Theproces

yshowanydeg3)Theproces

yshowanydegsesofmakingchoreeofconsciousnyconsciousconsciousnyconsciousess,somechoice1y,while)BothutterersandinterpretersareinvoIvedintheprocessofmakingchoices*andbothofthetwotypesofchoice—makingareimportantforthegenerationandunderstandofmeaning.)A1anguageUSerhasnofreedomofchoicebetweenchoosingandnotchoosing.Once1anguageisused,theUSermustmakechoices,nomatterwhetherthechoicesCanmeetthecurrent)Choicesarenotequiva1ent.Forexamp1e,onecanrespondtoa11nceorrefusalofferwimeitheracceptaceptanceisanceorrefusalpreferredchoice,whi1earefusalisnot.7)Choicesevokeorcarryalongmeira1ternatives.Anychoiceofaformmotivatedbyitsp1acementa1onganydimensionofmeaningnotonlydesignatesthatspecificplacementbutconjuresuptheentiredimensionaswel1(Verschueren56—58).2.3.2Variability,NegotiabilityandAdaptabi1ityItisthethreepropertiesoflanguage*_——-'variabi1ity,negotiabi1ityandadaptabi1itythat1eta1anguageusermakechoicesinthe1anguageusingprocess.Thentheauthorwi1Igiveabriefintroductiontothethreekeynotions.

yisthepropertyoflanguagewhichdefinetherangeofpossibi1itiesfromwhichchoicesCanbemade(Verschueren59).In1974,Hymesheldthatyisthepropertyoflanguagewhichdefinetherangeofpossibi1itiesfromwhichchoicesCanbemade(Verschueren59).In1974,Hymesheldthatinthestudyoflanguageasamodeofaction,variationWasac1ueandakey(Hymes75).FromVerschueren^pragmaticsperspective,Hymes'statementsaresti11true,andthenotionvariabi1itymeanstheentirerangeofvariableoptionswhichisoassumedtobeaccessib1etolanguageUSerS.Withoutvariabi1ity,itisimpossiblefor1anguageuserstomakechoices.shouldbenoticedthattherangeofpossib1echoicesisnotfixedorstag,notonlychangingonic,ratheritisconstantlychanginadiachronicdimension.butchangingonasynchronicdimensionaswe11.Atanygivenmomentinthecourseofinteraction,achoicemayruleouta1ternativesorcreatenewonesforthecurrentpurposeoftheexchangeeeffects,——,thoughtheCanaIwa

totheseysberenegotiated,whichbringsUScondkeynotion.1ityisthepropertyoflanguageresponsibleforthefaicesarenotmademechanica11yoraccordingtostrictru1esorfixedform-function.relationshlesandstraips,buttegiesratheronthebasisofhighlyflexibleprincip59).ThereisnorulethatCanmec11anguageusershowtouseaspecificword,structure,sentence,1anguagestrategiesandSOon.The

processoflanguageuseisanegotiableprocess,accordingtothecommunicationcontext,whichwi11bediscussedinthenextsection,andtheusersmakechoicesfromtherandetermintiabi1itya1soimp1iesingeofvariableoptfromtherandetermintiabi1itya1soimp1iesivariouskinds.Tce-makingonthevariouskinds.Tce-makingonthe1anguageprodueterminacyisihereisindetermsidesofthecersandinterpnvolvedbecausinacyinthechoireters,andindeonorontheinterpretchoices,oncemade,whetherontheproductationside,Callbepermanent1yrenegotiated(Verschueren61).onorontheinterpretAd aptabi 1 i tyi sthepropertyoflanguagewhichenableshuma nbeing s t oma kene gotiab1 e 1 ing uisticchoicesfromavariablerangeofpossibi1itiesinsuchawayastoapproachpointsofsatisTactionforcommunicativeneeds.Therealesomewordsthatshouldbefurtherexplainedinthisdefinition.First,“communicativeneeds55doesnotmeanthattheneedsservedby1anguageBsea1Ihavetobe44c44communicative15inthendthe“needsost1yarrictsenseoftheword.aeincontextandCanbequaction''isonly<4appcontextandCanbequaction''isonly<4appitespeciroached,?fic.Second,46satithatis,itmayhappentovaryingdegrees,whicha1soinc1udestheseconditions：theseriouscommunicationfailure,non-communicationormiscommunication.Third,adaptabi1ityshouldnotbeinterpretedunidirectiona11y.Ontheonehand,

1anguagechoicesaremadeinaccordancewithpre—existentcircumstances；ontheotherhand,circumstancesa1sogetchangedbyoradoptedto,thechoicesthatfi1emade(Verschueren61—62).TheTheth

interefundameble,andtheyaleoftheovcs*theityormoftheovcs*theityorme

abilitydnegotiabi1ropertiesofe1f.Genera11yspeakmakethehumasuselanguafeeyandcommunicattionfor1inguistanguage(Verschuertyaletheba

itymanifes3.3InvestigationAng1esContextualcorrelatesofadaptabi1ityincludesal1theingredientsofthe-communicativecontextwithwhich1inguisticchoicesareinteradaptable,(Verschueren69).Aswehavediscussedabove,thereisnorulethattel1sushowtouselanguageincertainsituation,andlanguageuseisa1wayssituatedagainstacomp1exbackgroundwithwhichitisrelatedinavarietyofways,heretheChapter2LiteratureReviewcomp1exbackgroundisticatedconception.hecontext,SOcontextsaverycomplVerschuemndivideditntocommunicativecontextandcomp1exbackgroundisticatedconception.hecontext,SOcontextsaverycomplVerschuemndivideditntocommunicativecontextand1inguisticcontext,andthenheputfor