魏明编著的《语篇与口语水平——语篇标记在二语口语产生中的角色》简介：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.

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 Stenstrrm'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 of Ideational Markers

3.2 Variety of Ideational Markers

3.3 Categorization of Ideational 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 of DMs 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