| 摘要 | 第1-6页 |
| Abstract | 第6-8页 |
| Contents | 第8-10页 |
| Chapter one Introduction | 第10-14页 |
| ·Research Background | 第10-11页 |
| ·Research Purpose and Research Significance | 第11-12页 |
| ·Research Questions | 第12页 |
| ·Research Methodology | 第12-13页 |
| ·Organization of the Thesis | 第13-14页 |
| Chapter Two Literature Review | 第14-24页 |
| ·Definition of Conflict Talk | 第14-16页 |
| ·Previous Studies on Conflict Talk | 第16-21页 |
| ·Previous Studies on Teacher-student Conflict | 第21-22页 |
| ·Previous Applications of Contextual Adaptation | 第22-24页 |
| Chapter Three Theoretical Framework | 第24-30页 |
| ·Introduction of Verschueren's Adaptation Theory | 第24-27页 |
| ·Contextual Correlates of Adaptability | 第27-30页 |
| Chapter Four Analysis on Teacher-student Conflict Talk from thePerspective of Contextual Adaptation | 第30-56页 |
| ·Linguistic Features of Teacher-student Conflict Talk | 第30-40页 |
| ·The Adaptation of Teacher-student Conflict Talk to the Contextual Correlates | 第40-56页 |
| Chapter Five Positive Pragmatic Functions of Teacher-student ConflictTalk | 第56-66页 |
| ·Teacher-student Conflict Talk Used to Promote the Communication and Strengthen Class Cohesion | 第58-60页 |
| ·Teacher-student Conflict Talk Used to Maintain the Classroom Order and Promote Common Development | 第60-62页 |
| ·Teacher-student Conflict Talk Used to Activate the Student's Mind and Spur the Student's Creativity | 第62-63页 |
| ·Teacher-student Conflict Talk Used to Vent their Negative Emotions and Improve the Effects of Teaching and Studying | 第63-66页 |
| Chapter Six Conclusion | 第66-69页 |
| ·Major Findings | 第66-67页 |
| ·Implications of the Study | 第67-68页 |
| ·Limitations and Suggestions for Further Study | 第68-69页 |
| Bibliography | 第69-72页 |
| Acknowledgements | 第72-73页 |
| 个人简历 | 第73页 |
