《英語語篇標(biāo)記語的聽力意義研究》綜合運用文獻(xiàn)解讀法、調(diào)查分析法、對照研究法與案例分析法，通過收集、分類和匯總國內(nèi)外文獻(xiàn)，對相關(guān)文獻(xiàn)進(jìn)行分析，全面系統(tǒng)梳理國內(nèi)外關(guān)于語篇標(biāo)記語的研究現(xiàn)狀。運用實證分析的調(diào)查方法，以國內(nèi)高校的英語教學(xué)為主要調(diào)查對象，注重調(diào)查方式的多樣性與典型性，基于相應(yīng)的數(shù)據(jù)統(tǒng)計與定量分析，實現(xiàn)學(xué)理研究與實證分析研究的有機(jī)結(jié)合。
郝昕， (1983— )，女，山東德州人，四川大學(xué)博士研究生，德州學(xué)院講師，研究方向：語言哲學(xué)、英語語言學(xué)。承擔(dān)省部級項目2項，主持市廳級課題3項，在《教育與職業(yè)》、《蘭臺世界》等中文核心期刊、EI核心期刊發(fā)表相關(guān)論文5篇，編寫教育部專業(yè)綜合改革試點研究成果教材1部。獲得市廳級以上科研、教研優(yōu)秀成果6項。
Chapter Ⅰ Introduction
1.1 Background and Purpose
1.2 Studies of Discourse Markers Abroad and at Home
1.2.1 Studies of Discourse Markers Abroad
1.2.2 Studies of Discourse Markers at Home
1.3 Studies of English News Listening Abroad and at Home
1.3.1 Studies of English News Listening Abroad
1.3.2 Studies of English News Listening at Home
1.4 Research Methodology
1.4.1 Hypotheses and Research Questions
1.4.2 Participants
1.4.3 Questionnaire
1.4. g Tests on Discourse Markers and Listening
1.4.5 Procedure
Chapter Ⅱ Realistic Basis
2.1 Data Collection and Analysis
2.1.1 Data Collection of Questionnaire
2.1.2 Data Collection of Test on Discourse Markers
2.1.3 Data Collection of the Two Tests
2.2 Results and Discussions from Listening Tests
2.2.1 Results and Analysis of the Topic Familiarity Survey
2.2.2 Results and Analysis of the Pretest
2.2.3 Results and Analysis of the Posttest
2.2.4 Discussions of the Results from Tests
Chapter Ⅲ Theoretical Foundation
3.1 Deborah Schiffrin' s Coherence Theory
3.2 Fraser' s Cognitive - Pragmatics Perspective
3.3 Blakemore' s Relevance Theory
3.4 Comparison between Relevance and Coherence
Chapter Ⅳ Discourse Markers
4.1 Characteristics of Discourse Markers
4.2 Overall Analysis of Discourse Markers
4.3 Properties of Discourse Markers
4.4 Main Functions of Discourse Markers
4.4.1 Cohesion Function
4.4.2 Connecting Function
4.4.3 Indicating Function
Chapter Ⅴ English Listening Ability
5.1 What is Listening
5.2 The Process of Listening
5.2.1 The Role of Listening Ability in Learning English
5.2.2 Why Do we Listen
5.2.3 Listening to the News
5.3 Learner' s Problems
5.4 Problems for Listening to the News
5.4.1 Unfamiliar Accents and Speed of Delivery
5.4.2 News Jargon
5.4.3 Connected Speech
5.4.4 Cultural Unfamiliarity
5.4.5 Unrealistic Expectations
5.4.6 Listening Advice from International Students
5.5 Listening Strategies Instruction
Chapter Ⅵ Discourse in English Listening
6.1 The Relevance between Discourse Markers and Listening Comprehension
6.1.1 Discourse Markers Enhance Basic Comprehension
6.1.2 Discourse Markers Enhance Pragmatic Understanding
6.1.3 Discourse Markers Enhance the Connection of Information ~
6.2 Studies on the Role of DMs in LC
6, 3 The Necessity of Discourse Marker Instruction in LC ..
6.3.1 High Occurrence Frequency of Discourse Markers in the Listening Material
6.3.2 Approaches of Applying DMs in Listening Comprehension
Chapter Ⅶ Findings and Implications
7.1 Major Findings of the Study
7.2 Implications for English Teaching and Learning
7.2.1 Implications for Students
7.2.2 Implications for Teachers
7.3 Limitations of this Thesis
7.4 Recommendations for Further Study
Conclusion
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
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