語篇與口語水準：語篇標記在二語口語產生中的角色（簡體書）

魏明，2009年至今任教于對外經濟貿易大學英語學院。2004年，赴美國Oklahoma State University英語系深造，學習應用語言學和二語習得，于2009年獲得博士學位。1999年在南開大學獲得英語語言文學碩士學位后，在北京外國語大學英語學院任教5年。其間，曾于2003年赴新加坡淡馬錫理工學院，任客座講師，教授翻譯和跨文化商務交際。主要研究領域為應用語言學，話語分析以及英語教學。

《當代外國語言文學學術文庫?語篇與口語水平:語篇標注在二語口語產生中的角色》是由對外經濟貿易大學出版社出版。

CHAPTER Ⅰ REVIEW OF LITERATURE
1.1 Discourse Markers
1.1.1 Schiffrin and Redeker
1.1.2 Coherence Theory
1.1.3 Relevance Theory
1.1.4 Fraser
1.2 Spoken vs.Written Discourse
1.3 Pragmatic Markers
1.3.1 Theoretical Perspectives
1.3.2 Pragmatic Markers and Discourse Coherence
1.3.3 Pragmatic Markers and Spoken Interaction
1.3.4 Corpus—based Approach to Pragmatic Markers
1.4 Discourse Markers and Comprehensibility
1.5 Discourse Markers and Communicative Competence
1.5.1 Theoretical Assumptions
1.5.2 Empirical Evidence
1.6 Summary
CHAPTER Ⅱ METHODOLOGY
2.1 Research Purposes
2.2 Analytic Models
2.2.1 Fraser's Taxonomy
2.2.2 Stenstr6m's Inventory
2.3 Elicitation Instrument
2.4 Data Processing
2.5 Operationalization of Task Functions and Contexts
2.5.1 Task Functions
2.5.2 Task Contexts
2.6 The Pilot Study
2.7 The Present Study
2.8 Summary
CHAPTER Ⅲ RESULTS oF IDEATIONAL MARKERS
3.1 Overall Use ofIdeational Markers
3.2 Variety of Ideational Markers
3.3 Categorization ofIdeational Markers
3.4 Task Functions
3.4.1 Narration
3.4.2 Description
3.4.3 Comparison
3.4.4 Discussion
3.4.5 Hypothesis
3.4.6 Apology
3.5 Summary
CHAPTER Ⅳ RESULTS oF PRAGMATIC MARKERS
4.1 Overall Use of Pragmatic Markers
4.2 Task Contexts
4.2.1 Information Transmission
4.2.2 Cassette Message
4.2.3 Apology
4.3 Summary
CHAPTER Ⅴ CONCLUSION
5.1 Conclusions of the Findings
5.1.1 Ideational Markers
5.1.2 Pragmatic Markers
5.1.3 General Conclusion
5.2 Pedagogical Implications
5.2.1 Relevance ofDMs to English Speaking Classes in China
5.2.2 Pedagogical Suggestions
5.3 Limitations
REFERENCES
APPENDICES
Appendix A:ACTFL Proficiency Guidelines-Speaking（Revised 1999）
Appendix B:Transcript of VOCI Tasks
Appendix C:Transcription Symbols

When viewed as indispensable to one's pragmatic competence,it seems more precise and less vague to call the type of DMs as PMs.Pragmatic competence concerns one's ability to use a wide range of conversational routines and discourse strategies in managing one's interactions with others and to use language in"culturally,socially and situationally appropriate ways"(Celce—Murcia and Olshtain,2000,p.433).It is not about observing a series ofrules in the communicative process,as it is the case with phonology and otheraspects of language;rather,it is about"a cline of appropriateness or acceptability"(Romero Trillo,2002,P.771).It has been widely endorsed that DMs help build the pragmatic meaning of utterances and thus are an important element in one's pragmatic competence.As described by Crystal(1988),"I tendto think of pragmatic expressions such as you know as the oil which helps US perform the complex task of spontaneous speech production and interactionsmoothly and efficiently"(as cited in Mullere,2005).
The way DMs relate to communicative competence has important implications for second language teaching and learning.Cots(1992)states that achievement in foreign language learning is evaluated against the similarity ofthe linguistic behavior of the learner to that of the native speakers of thelanguage.If we take it for granted that discourse markers have such an essentialdecisive role to play in native speaker communication,then it is logical toassume that they are also important aspects to be learned by nonnative speakersas well(Muller,2005).Native speakers use such lexical items with great precision for various communication purposes；if a nonnative speaker uses themincorrectly or under—uses them,misunderstandings may occur(Aijmer,1997,p.3).Thus,the fact that DMs have an important role in native speaker communication leads naturally to the assumption that they should be a learningobjective for nonnative speakers who want to communicate effectively in thet arget language.This role of DMs in foreign language learning is observed by Svartvik (1980)as follows.