王麗編*的《基于語料庫的中國學習者英語口語中語用標記語研究（英文版）》是“當代外語研究論叢 ”之一�；谇叭说睦碚撆c實證研究，本書提出了語用標記語的理論框架，該框架包括三個語用結(jié)構層面：修辭結(jié)構，序列結(jié)構和推論結(jié)構以及三個語用結(jié)構層面所屬的十四個語用功能�；谥袊鴮W習者英語口語語料庫（SECCL）和英國國家語料庫（BNC）中的口語語料庫，本書從四個方面比較了中國英語學習者和英語本族語者的使用語用標記語的異同：①語用標記語的使用頻率和語用功能使用范圍，②各個語用功能的分布方面，③三個語用結(jié)構層面的分布方面，④語用標記語在句中出現(xiàn)的位置分布方面。基于以上結(jié)果，本建議應在英語課堂中采用顯性的教學，讓中國英語學習者意識到語用標記語并且多接觸其用法。此外，本文還提出I—I—I—I（解釋一交互一歸納一內(nèi)在化）的教學方法來教授中國學習者語用標記語的用法，尤其是中國學習者過少使用的修辭結(jié)構和序列結(jié)構的語用功能。希望本書的研究發(fā)現(xiàn)能使語用標記語的講解和演練成為中國英語課堂教學的不可缺少的一部分。
CHAPTER 1 INTRODUCTION
1.1 Research background
1.2 Research objectives
1.3 The organization of this book
CHAPTER 2 LITERATURE REVIEW
2.1 Defining discourse marker and pragmatic marker
2.2 The characteristics of pragmatic markers
2.3 Research on pragmatic markers in China
2.4 Different approaches to discourse
2.4.1 Formal approaches to discourse
2.4.2 Functional approaches to discourse
2.4.3 Corpus-based approaches to discourse
2.5 SLA theories: a cognitive approach
2.5.1 Schmidt's construct of noticing
2.5.2 Formal instruction
2.5.3 The information-processing approach
2.5.4 VanPattern and input processing
2.6 Approaches to pragmatic markers
2.6.1 Coherence-based approach to pragmatic markers
2.6.2 Relevance-based approach to pragmatic markers
2.6.3 Differences between coherence-based approach and relevance-based approach to pragmatic markers
2.6.4 Gonzalez's approach to pragmatic markers
2.6.5 A tentative theoretical framework of pragmatic markers
2.7 Summary
CHAPTER 3 RESEARCH DESIGN
3.1 Introduction
3.2 Research methodology
3.2.1 Corpus linguistics
3.2.2 Contrastive interlanguage analysis
3.2.3 Design and method
3.3 Corpora used in the present study
3.4 Statistical and computer tools
3.4.1 Concordance software
3.4.2 Detagging software
3.4.3 Statistical tools
CHAPTER 4 WELL AS A PRAGMATIC MARKER
4.1 Introduction
4.2 Previous studies on the use of well
4.3 Results and discussion
4.3.1 The functional categories of well in this study
4.3.2 Contrastive analysis
4.4 Interim Summary
CHAPTER 5 IMEAN AS A PRAGMATIC MARKER 1
5.1 Introduction
5.2 Previous studies on the use of I mean
5.3 Results and discussion
5.3.1 The functional categories of I mean in this study
5.3.2 Comparative analysis
5.4 Interim summary
CHAPTER 6 YOU KNOW AS A PRAGMATIC MARKER
6.1 Introduction
6.2 Previous studies on the use of you know
6.3 Results and discussion
6.3.1 The functional categories of you know in this study
6.3.2 Comparative analysis
6.4 Interim summary
CHAFFER 7 ACTUALLY AS A PRAGMATIC MARKER
7.1 Introduction
7.2 Previous studies on the use of actually 1
7.3 Results and discussion
7.3.1 The functional categories of actually in this study
7.3.2 Comparative analysis
7.4 Interim summary
CHAPTER 8 COMPARATIVE ANALYSIS OF THE PRAGMATIC MARKERS BETWEEN BNC AND SECCL
8.1 Introduction
8.2 Results
8.2.1 Frequency of the pragmatic markers used in BNC and SECCL
8.2.2 Range of the pragmatic functions used in BNC and SECCL
8.2.3 Distribution of individual pragmatic function in BNC and SECCL
8.2.4 Distribution of the pragmatic markers in respective pragmatic structure
8.2.5 Distribution of overall syntactic positions in BNC and SECCL
8.3 General discussion
8.3.1 Underuse of the pragmatic markers and functions by Chinese EFL learners
8.3.2 Overuse of the pragmatic functions in the inferential structure by Chinese EFL learners
8.3.3 Possible factors facilitating the acquisition of pragmatic markers
8.4 Interim summary
CHAPTER 9 CONCLUSION
9.1 Introduction
9.2 Summary of the major findings
9.3 Pedagogical implications
9.3.1 Consciousness raising
9.3.2 Explicit instruction
9.3.3 The I - I - I - I teaching methodology
9.4 Limitations of this study
9.5 Suggestions for future study
REFERENCES
INDEX
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