大學英語教師課堂提問策略的順應性研究

大學英語教師課堂提問策略的順應性研究碩士研究生：李王梓指導教師：席紅梅教授學位級別：文學碩士學科、專業(yè)：外國語言學及應用語言學所在單位：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日學位授予單位：哈爾濱工程大學ClassifiedlndeU.D.C：芒、AThesisfortheDegreeofM.A.芒、AStudyontheAdaptabi1ityofTeachers'QuestioningStrategiesintheCo11egegp^Jsi聲0bomCandidate：LiWangziSupervisor：Prof.XiHongmeiAcademicDegreeApp1iedfor：MasterofArtsSpecia1ty：ForeignLinguisticsandApp1iedLinguisticsDepartment：ForeignLanguagesDepartmentDateofSubmission：Aprill,2010DateofOralExamination：June11,2010University：HarbinEnginee哈爾濱工程大學學位論文原創(chuàng)性聲明本人鄭重聲明：本論文的所有工作，是在導師的指導下，由作者本人獨立完成的。有關觀點、方法、數據和文獻的引用已在文中指出，并與參考文獻相對應。除文中已注明引用的內容外，本論文不包含任何其他個人或集體已經公開發(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果由本人承擔。作者（簽字）：麓互膏哈爾濱工程大學學位論文授權使用聲明本人完全了解學校保護知識產權的有關規(guī)定，即研究生在校攻讀學位期間論文工作的知識產權屬于哈爾濱工程大學。哈爾濱工程大學有權保留并向國家有關部門或機構送交論文的復印件。本人允許哈爾濱工程大學將論文的部分或全部內容編入有關數據庫進行檢索，可采用影印、縮印或掃描等復制手段保存和匯編本學位論文，可以公布論文的全部內容。同時本人保證畢業(yè)后結合學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。涉密學位論文待解密后適用本聲明。本論文（囪在授予學位后即可口在授予學位12個月后口解密后）由哈爾濱工程大學送交有關部門進行保存、匯編等。作者（簽字）：謔互導師（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.摘要提問是大學英語課堂教學中常見的教學活動，提問的質量直接影響到課堂教學活動的開展，提問的有效進行依賴于策略的使用。維索爾倫順應論從一個新的視角全面地闡釋了人類語言產生和理解的動態(tài)過程。本論文首先根據實證研究中收集到的數據，歸納總結出大學英語教師在英語課堂教學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；最后以順應論為理論框架全面分析和闡釋大學英語教師在英語課堂教學中使用提問策略的順應性。本論文研究結果表明大學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。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英語教師課堂提問策略的使用對語境因素的順應過程。關鍵詞：大學英語課堂；英語教師；提問策略：順應性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