《語篇與口語水平——語篇標記在二語口語產生中的角色》是2012年對外經濟貿易大學出版社出版書籍，作者是魏 明。
基本介紹
- 書名：語篇與口語水平——語篇標記在二語口語產生中的角色
- 作者：魏 明
- ISBN：9787566303592
- 頁數：212千字/
- 定價：29.00
- 出版社：對外經濟貿易大學出版社
- 出版時間：2012.5
- 開本：170mm×230mm/
- 版次/印次：1/1
- 叢書名：當代外國語言文學學術文庫
圖書信息,內容簡介,目錄,
圖書信息
【書名】:語篇與口語水平——語篇標記在二語口語產生中的角色 |
【作者】:魏 明 著 |
【叢書名】:當代外國語言文學學術文庫 |
【版次/印次】:1/1 |
【出版日期】:2012.5 |
【ISBN】:9787566303592 |
【字數/頁數】:212千字/ |
【開本/紙張】:170mm×230mm/ |
【適用層次】: |
【定價】:29.00 |
內容簡介
Discourse markers (DMs) have been increasingly recognized as an integral part of coherent discourse in context, which contribute to the comprehension and co-construction of the communicative process. It has been solidly established that they function in the metalinguistic domain beyond the description of traditional semantic and syntactic approaches. Research has provided a great deal of theoretical and practical support that these expressions function beyond propositional content and have an important effect on how discourse proceeds by integrating discourse units or pointing to social involvement in verbal communication.
目錄
CHAPTER I REVIEW OF LITERATURE(1)
1.1 Discourse Markers(4)
1.1.1 Schiffrin and Redeker(4)
1.1.2 Coherence Theory(8)
1.1.3 Relevance Theory(10)
1.1.4 Fraser(16)
1.2 Spoken vs. Written Discourse(19)
1.3 Pragmatic Markers(25)
1.3.1 Theoretical Perspectives(25)
1.3.2 Pragmatic Markers and Discourse Coherence(27)
1.3.3 Pragmatic Markers and Spoken Interaction(28)
1.3.4 Corpus-based Approach to Pragmatic Markers(31)
1.4 Discourse Markers and Comprehensibility(34)
1.5 Discourse Markers and Communicative Competence(39)
1.5.1 Theoretical Assumptions(39)
1.5.2 Empirical Evidence(44)
1.6 Summary(51)
1.1 Discourse Markers(4)
1.1.1 Schiffrin and Redeker(4)
1.1.2 Coherence Theory(8)
1.1.3 Relevance Theory(10)
1.1.4 Fraser(16)
1.2 Spoken vs. Written Discourse(19)
1.3 Pragmatic Markers(25)
1.3.1 Theoretical Perspectives(25)
1.3.2 Pragmatic Markers and Discourse Coherence(27)
1.3.3 Pragmatic Markers and Spoken Interaction(28)
1.3.4 Corpus-based Approach to Pragmatic Markers(31)
1.4 Discourse Markers and Comprehensibility(34)
1.5 Discourse Markers and Communicative Competence(39)
1.5.1 Theoretical Assumptions(39)
1.5.2 Empirical Evidence(44)
1.6 Summary(51)
CHAPTER II METHODOLOGY(55)
2.1 Research Purposes(55)
2.2 Analytic Models(56)
2.2.1 Fraser’s Taxonomy(57)
2.2.2 Stenstr?m’s Inventory(61)
2.3 Elicitation Instrument(64)
2.4 Data Processing(66)
2.5 Operationalization of Task Functions and Contexts(68)
2.5.1 Task Functions(68)
2.5.2 Task Contexts(69)
2.6 The Pilot Study(70)
2.7 The Present Study(73)
2.8 Summary(74)
2.1 Research Purposes(55)
2.2 Analytic Models(56)
2.2.1 Fraser’s Taxonomy(57)
2.2.2 Stenstr?m’s Inventory(61)
2.3 Elicitation Instrument(64)
2.4 Data Processing(66)
2.5 Operationalization of Task Functions and Contexts(68)
2.5.1 Task Functions(68)
2.5.2 Task Contexts(69)
2.6 The Pilot Study(70)
2.7 The Present Study(73)
2.8 Summary(74)
CHAPTER III RESULTS OF IDEATIONAL MARKERS(75)
3.1 Overall Use of Ideational Markers(75)
3.2 Variety of Ideational Markers(76)
3.3 Categorization of Ideational Markers(77)
3.4 Task Functions(81)
3.4.1 Narration(81)
3.4.2 Description(86)
3.4.3 Comparison(91)
3.4.4 Discussion(98)
3.4.5 Hypothesis(104)
3.4.6 Apology(108)
3.5 Summary(114)
3.1 Overall Use of Ideational Markers(75)
3.2 Variety of Ideational Markers(76)
3.3 Categorization of Ideational Markers(77)
3.4 Task Functions(81)
3.4.1 Narration(81)
3.4.2 Description(86)
3.4.3 Comparison(91)
3.4.4 Discussion(98)
3.4.5 Hypothesis(104)
3.4.6 Apology(108)
3.5 Summary(114)
CHAPTER IV RESULTS OF PRAGMATIC MARKERS(119)
4.1 Overall Use of Pragmatic Markers(119)
4.2 Task Contexts(121)
4.2.1 Information Transmission(121)
4.2.2 Cassette Message(137)
4.2.3 Apology(142)
4.3 Summary(146)
4.1 Overall Use of Pragmatic Markers(119)
4.2 Task Contexts(121)
4.2.1 Information Transmission(121)
4.2.2 Cassette Message(137)
4.2.3 Apology(142)
4.3 Summary(146)
CHAPTER V CONCLUSION(149)
5.1 Conclusions of the Findings(149)
5.1.1 Ideational Markers(149)
5.1.2 Pragmatic Markers(152)
5.1.3 General Conclusion(155)
5.2 Pedagogical Implications(156)
5.2.1 Relevance of DMs to English Speaking Classes
in China(156)
5.2.2 Pedagogical Suggestions(159)
5.3 Limitations(163)
5.1 Conclusions of the Findings(149)
5.1.1 Ideational Markers(149)
5.1.2 Pragmatic Markers(152)
5.1.3 General Conclusion(155)
5.2 Pedagogical Implications(156)
5.2.1 Relevance of DMs to English Speaking Classes
in China(156)
5.2.2 Pedagogical Suggestions(159)
5.3 Limitations(163)
REFERENCES(165)
APPENDICES(177)
Appendix A: ACTFL Proficiency Guidelines—Speaking
(Revised 1999)(177)
Appendix B: Transcript of VOCI Tasks(178)
Appendix C: Transcription Symbols(181)
Appendix A: ACTFL Proficiency Guidelines—Speaking
(Revised 1999)(177)
Appendix B: Transcript of VOCI Tasks(178)
Appendix C: Transcription Symbols(181)
