论文目录 | |
| 摘要 | 第1-6页 |
| abstract | 第6-12页 |
| Chapter One Introduction | 第12-17页 |
| 1.1 Background of the Thesis | 第12-14页 |
| 1.2 Significance of the Thesis | 第14-15页 |
| 1.3 Organization of the Thesis | 第15-17页 |
| Chapter Two Literature Review | 第17-34页 |
| 2.1 Definition of Code and Code-switching | 第17-19页 |
| 2.2 Types of Code-switching | 第19-20页 |
| 2.3 Different Approaches to Code-switching Studies | 第20-26页 |
| 2.3.1 Sociolinguistic Approach | 第20-22页 |
| 2.3.2 Grammatical Approach | 第22-23页 |
| 2.3.3 Psycholinguistic Approach | 第23-24页 |
| 2.3.4 Conversational Analysis Approach | 第24-25页 |
| 2.3.5 Pragmatic Approach | 第25-26页 |
| 2.4 Debates on the Use of First Language and Target Language in Foreign/Second Language Classrooms | 第26-29页 |
| 2.4.1 The Exclusivity of Target Language | 第26-27页 |
| 2.4.2 The Existence of First Language | 第27-29页 |
| 2.5 Previous Studies on Code-switching in Foreign Language Classrooms | 第29-34页 |
| 2.5.1 Studies Abroad | 第29-32页 |
| 2.5.2 Studies at Home | 第32-34页 |
| Chapter Three Theoretical Framework | 第34-41页 |
| 3.1 The Coding Scheme | 第34-35页 |
| 3.2 The Linguistic Adaptation Theory | 第35-39页 |
| 3.2.1 Three Characteristics of Language | 第36-37页 |
| 3.2.2 Four Angles of Linguistic Adaptation | 第37-38页 |
| 3.2.3 The Adaptation Model of Code-switching | 第38-39页 |
| 3.3 The Description of the Current Framework | 第39-41页 |
| Chapter Four Research Methodology | 第41-48页 |
| 4.1 Research Context | 第41-42页 |
| 4.2 Research Questions | 第42页 |
| 4.3 Research Participants | 第42-43页 |
| 4.4 Research Instruments | 第43-46页 |
| 4.4.1 Classroom Observation | 第44页 |
| 4.4.2 Audio-recording Transcription and Frequency Calculation | 第44-45页 |
| 4.4.3 Teachers’ Interview | 第45-46页 |
| 4.5 Procedure of Data Collection and Data Analysis | 第46-48页 |
| Chapter Five Research Findings and Discussion | 第48-68页 |
| 5.1 The Functions of Teachers’ English-Chinese Code-switching in Intensive Reading Classes | 第48-53页 |
| 5.1.1 Translation for Comprehension Enhancement | 第48-50页 |
| 5.1.2 Metalinguistic Use for Language Structure Instruction | 第50-51页 |
| 5.1.3 Communicative Use for Effective Classroom Management | 第51-53页 |
| 5.2 The Frequency of Teachers’ English-Chinese Code-switching in Intensive Reading Classes | 第53-56页 |
| 5.3 The Reasons for College Teachers’ Code-switching in Intensive Reading Classrooms | 第56-63页 |
| 5.3.1 Adaptation to Linguistic Reality | 第56-57页 |
| 5.3.2 Adaptation to Teachers’ Roles | 第57-60页 |
| 5.3.3 Adaptation to Psychological Intentions | 第60-63页 |
| 5.4 The Analysis of Teacher Interview | 第63-68页 |
| Chapter Six Conclusion | 第68-71页 |
| 6.1 Major Findings | 第68-69页 |
| 6.2 Research Implication | 第69页 |
| 6.3 Research Limitation and Suggestions for Future Study | 第69-71页 |
| References | 第71-77页 |
| Appendix A Checklist for Six Teacher Participants’ Code-switching | 第77-78页 |
| Appendix B Transcription of Code-switched Examples from Six Teacher Participants | 第78-83页 |
| Appendix C Teacher Interview Outline | 第83-84页 |
| 作者简介 | 第84页 |
| 在校期间发表论文 | 第84-85页 |
| Acknowledgements | 第85页 |
