摘要：
Verschueren's Linguistic Adaptation Theory (1999) provides the theoretical
framework for the study on codeswitching in EFL classroom. It views
code-switching as an adaptive phenomenon in the interaction between
people and their conditions of life.
Based on Verschueren's Linguistic Adaptation Theory, the present
paper gave a qualitative analysis of the adaptability that teachers'
code-switching to L1 can fulfill. The objects to which teachers'
switching to L1 adapts were classified in relation to linguistic
reality, teachers' and students' language proficiency, and communicative
needs. The data for the study were collected from classroom recordings
in EFL classes of Three Gorges University of China. The audio recordings
of the teacher talk were transcribed and analyzed for how teachers'
code-switching to L1 adapts to linguistic reality, teachers' and
students' language proficiency, and communicative needs. It was
found that teachers' code-switching to L1 is a realization of teachers'
adaptation to communicative goals in EFL classroom.
