大学英语教师课堂提问策略的顺应性研究

大学英语教师课堂提问策略的顺应性研究硕士研究生：李王梓指导教师：席红梅教授学位级别：文学硕士学科、专业：外国语言学及应用语言学所在单位：外语系论文提交日期：2010年4月1日论文答辩日期：2010年6月11日学位授予单位：哈尔滨工程大学ClassifiedlndeU.D.C：芒、AThesisfortheDegreeofM.A.芒、AStudyontheAdaptabi1ityofTeachers'QuestioningStrategiesintheCo11egegp^Jsi声0bomCandidate：LiWangziSupervisor：Prof.XiHongmeiAcademicDegreeApp1iedfor：MasterofArtsSpecia1ty：ForeignLinguisticsandApp1iedLinguisticsDepartment：ForeignLanguagesDepartmentDateofSubmission：Aprill,2010DateofOralExamination：June11,2010University：HarbinEnginee哈尔滨工程大学学位论文原创性声明本人郑重声明：本论文的所有工作，是在导师的指导下，由作者本人独立完成的。有关观点、方法、数据和文献的引用已在文中指出，并与参考文献相对应。除文中已注明引用的内容外，本论文不包含任何其他个人或集体已经公开发表的作品成果。对本文的研究做出重要贡献的个人和集体，均己在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。作者（签字）：麓互膏哈尔滨工程大学学位论文授权使用声明本人完全了解学校保护知识产权的有关规定，即研究生在校攻读学位期间论文工作的知识产权属于哈尔滨工程大学。哈尔滨工程大学有权保留并向国家有关部门或机构送交论文的复印件。本人允许哈尔滨工程大学将论文的部分或全部内容编入有关数据库进行检索，可采用影印、缩印或扫描等复制手段保存和汇编本学位论文，可以公布论文的全部内容。同时本人保证毕业后结合学位论文研究课题再撰写的论文一律注明作者第一署名单位为哈尔滨工程大学。涉密学位论文待解密后适用本声明。本论文（囱在授予学位后即可口在授予学位12个月后口解密后）由哈尔滨工程大学送交有关部门进行保存、汇编等。作者（签字）：谑互导师（签字）：破：矽p年簪月/et 工/Acknow1edgemen

tsMyheartfeltthanksandutmostappreciationfirstandforemostgotomyonthlspaper.withoutherconslantguidanceandencouragement.thispaperwouldneverhavebeenfinished.totherestofmyrespectaattotherestofmyrespectaatTheirkindness»patienceandwMyspecialtb1eandadmiHarbinEngineeisdomhavehanksa1sogoredteachersringUniversitybenefitedmeaasttwoyears.Indeedlwoulda1so1ketogivemysincerethankstomyc1assmatesfortheyhaveprOV1dnee,esroommatmostneeedmew1pecia1eYangRuded.thmuchneededsupportandassista1ytomyi,whoofferedmegeneroushelpwhenitWasleast,1eatestwouldiketotakethisopportunitytoegratigratitudeandsupportomyfami1yandfriends.tinspiremeTheircontinuous1ove*todowhatl*todowhatlcantomakemydre锄scometme.摘要提问是大学英语课堂教学中常见的教学活动，提问的质量直接影响到课堂教学活动的开展，提问的有效进行依赖于策略的使用。维索尔伦顺应论从一个新的视角全面地阐释了人类语言产生和理解的动态过程。本论文首先根据实证研究中收集到的数据，归纳总结出大学英语教师在英语课堂教学中所使用的提问策略；然后对提问策略使用的频率和具体使用情况进行分析；最后以顺应论为理论框架全面分析和阐释大学英语教师在英语课堂教学中使用提问策略的顺应性。本论文研究结果表明大学英语教师课堂提问策略的使用不是任意的，而是对语境因素的顺应。本论文从心理世界，社交世界以及物理世界三个方面分析大学英语教师课堂提问策略的使用对语境因素的顺应过程。关键词：大学英语课堂；英语教师；提问策略：顺应性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产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金传宝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(王笃清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（杨gtoWangDugyiingestudyaboutthemadeanexperimenta1studyonquestioningstrategiesof369studentsofnon.Eng1ishmajorsand74Co11egeEng1ishteachers（贺梦依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