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本文以Verschueren的语用顺应论为理论框架,借鉴于国栋提出的语码转换的语言顺应模式,采用定性分析研究方法,研究发现,教师在课堂上使用英汉语码转换是一个顺应的过程,其实现了:1.对语言现实的顺应(英汉语言的差异等);2.对社会规约的顺应(回避社会禁忌等);3.对教师角色(宏观角色和微观角色)的顺应;4.对教师心理动机的顺应;5.对教师及学生语言能力的顺应。这些顺应不仅为解释教师在课堂上实现英汉语码转换提供了语用理据,也为我们研究语码转换开拓了新的视角。
In this paper, Verschueren’s Pragmatic Adaptation Theory as a theoretical framework, borrowed Guodong language code-based language adaptation mode, the use of qualitative analysis of research methods, the study found that teachers in the classroom using English-Chinese code conversion is a process of adaptation, It achieves: 1. Adaptation to language reality (differences between English and Chinese); 2. Compliance with social norms (avoidance of social taboos, etc.); 3. Adaptation to teacher roles (macro and micro roles); Conformity to teachers’ psychological motivation; 5. Adaptation to language ability of teachers and students. These compliments not only provide a pragmatic basis for explaining teachers’ transplants of English-Chinese codes in the classroom, but also open up new perspectives for us to study code-switching.