| Chapter One Introduction | 第10-16页 |
| 1.1 Introduction | 第10-11页 |
| 1.2 The rationale of the present study | 第11-12页 |
| 1.3 Objectives of the present study | 第12-13页 |
| 1.4 Methodology | 第13-14页 |
| 1.5 Outline of the thesis | 第14-16页 |
| Chapter Two Literature Review | 第16-29页 |
| 2.1 Introduction | 第16页 |
| 2.2 Definitions of codeswitching | 第16-18页 |
| 2.3 Types of codeswitching | 第18-19页 |
| 2.4 Approaches to the analysis of codeswitching | 第19-24页 |
| 2.4.1 The sociolinguistic approach | 第20-21页 |
| 2.4.2 The grammatical approach | 第21-22页 |
| 2.4.3 The psycholinguistic approach | 第22-23页 |
| 2.4.4 The conversational analysis approach | 第23-24页 |
| 2.4.5 The pragmatic analysis approach | 第24页 |
| 2.5 Teacher's codeswitching in classroom | 第24-28页 |
| 2.6 Summary | 第28-29页 |
| Chapter Three Research Methodology and Data Collection | 第29-32页 |
| 3.1 Introduction | 第29页 |
| 3.2 Research methodology on codeswitching | 第29-30页 |
| 3.3 Research methodology of the present study | 第30页 |
| 3.4 Description of the data | 第30-31页 |
| 3.5 Summary | 第31-32页 |
| Chapter Four Description of the Conceptual Framework | 第32-39页 |
| 4.1 Introduction | 第32页 |
| 4.2 Discussion of the basis of the framework | 第32-36页 |
| 4.3 The description of the framework | 第36-39页 |
| Chapter Five The Adaptability of Teachers' Chinese/English Codeswitching | 第39-60页 |
| 5.1 Introduction | 第39页 |
| 5.2 Teacher's codeswitching as adaptation to the linguistic reality | 第39-43页 |
| 5.2.1 Linguistic adaptation | 第39-40页 |
| 5.2.2 Teachers' codeswitching as a means of linguistic adaptation | 第40-41页 |
| 5.2.3 Analysis | 第41-43页 |
| 5.3 Teachers' Codeswitching as Adaptation to the Teacher's Role | 第43-48页 |
| 5.3.1 The classroom context | 第43-44页 |
| 5.3.2 Teachers' roles | 第44页 |
| 5.3.3 Analysis | 第44-48页 |
| 5.3.3.1 Teacher's 'macro-role' | 第44-45页 |
| 5.3.3.2 Teacher's 'micro-role' | 第45-48页 |
| 5.4 Teachers' Codeswitching as Adaptation to the Psychological Intentions | 第48-53页 |
| 5.4.1 Teacher's psychological intentions | 第48页 |
| 5.4.2 Analysis | 第48-53页 |
| 5.4.2.1 Teachers' codeswitching as emphasis strategy | 第48-49页 |
| 5.4.2.2 Teachers' codeswitching as authenticity-keeping strategy | 第49-50页 |
| 5.4.2.2.1 Knowledge-providing | 第49-50页 |
| 5.4.2.2.2 Text-oriented | 第50页 |
| 5.4.2.3 Teachers' codeswitching as humour-creating strategy | 第50-51页 |
| 5.4.2.4 Teachers' codeswitching as face-keeping stlategy | 第51-52页 |
| 5.4.2.5 Teachers' codeswitching as understanding-facilitating strategy | 第52-53页 |
| 5.4.2.6 Teachers' codeswitching as generalization strategy | 第53页 |
| 5.5 Discussion | 第53-58页 |
| 5.5.1 Students' evaluation | 第54-58页 |
| 5.5.1.1 Data collection and the statistical results | 第54-55页 |
| 5.5.1.2 Analysis | 第55-58页 |
| 5.5.1.2.1 Analysis on the Students' Acceptance of Teacher's Codeswitching | 第55-57页 |
| 5.5.1.2.2 Analysis on the Consistency | 第57-58页 |
| 5.6 Summary | 第58-60页 |
| Chapter Six Conclusion | 第60-62页 |
| 6.1 Introduction | 第60页 |
| 6.2 Summary of Findings | 第60-61页 |
| 6.3 Limitations | 第61-62页 |
| Appendix | 第62-65页 |
| Bibliograph | 第65-67页 |
