本論文基於教學觀點考察華語學習者定式篇章標記語之使用。
定式篇章標記語同時兼具定式語的特性和篇章標記語的功能，在篇章上扮演銜接與延展的角色。華語學習者定式篇章標記語的表現可同時反映其語彙和篇章表述的能力及發展特徵。然而，過往相關研究或未重視定式語在篇章教學的重要性，或未從中介語角度觀察學習者篇章標記語之使用特性，緣此，本論文考察初、中、高三組非母語學習者寫作文本中定式篇章標記語之使用情形，並獲得以下成果：其一，依據系統功能語言學之純理功能（Metafunction）的假定（Halliday & Hassan 1976, Halliday 1994, 2004），觀察到學習者寫作所使用的定式篇章標記語在語篇（Textual）功能面向可分為管領、連接和終止三種標記；概念（Ideational）功能面向包括經驗概念和邏輯概念。其中，經驗概念可將學習者的定式篇章標記語分為場域、情態和關聯三類概念標記。邏輯概念則包括限定、推進、因果、順序、分列、附加、轉折、對立、歸結等9種邏輯關係標記；人際（Interpersonal）功能面向上則可分為描述、聲明、議論、致意、設問、解說、反對、推斷、結語等10類標記。其二，從不同的功能面向之分類、次分類觀察定式篇章標記語的形態和使用分布，由此獲知學習者寫作時華語定式篇章標記語形式和語義功能特性和三種純理功能之間的相互作用；其三，觀察到初、中、高三種程度級別的學習者寫作資料中出現的定式篇章標記語形態及使用量不同，此差異與學習者語法、語義之習得過程有關；其四，本論文比較高級學習者的議論文和記敘文，印證寫作文體對學習者定式篇章標記語之使用具有相當程度的影響；最後，本論文檢視初、中、高級四套華語教材中定式篇章標記語的相關教學內容，並依據前述之分析和觀察結果提出有針對性的教學啟示和建議。

The purpose of this study is to investigate the use of formulaic discourse markers (FDM) of CSL learners in their writing. FDMs play roles of connecting and extending in discourse. The performances of FDMs reflect learners’ competences and development of lexis and discourse. The previous studies, however, were either not aware of the important role of FDMs or failed to observe the characteristics of learners’ discourse makers in view of interlanguage. Therefore, this study examines the use of formulaic discourse markers in the texts written by low, intermediate and high level CSL learners and obtains the following achievements. First, we analyze the forms and semantic functions of formulaic discourse markers in learners’ writing from the aspects of textual, ideational and interpersonal functions, which are all based on the assumption of metafunction that has been introduced in the systemic function linguistics (Halliday & Hassan 1976, Halliday 1994, 2004). Secondly, we observe the types and variations of the use of formulaic discourse markers in different categories and subcategories of functions so as to recognize the properties of their uses and interactions among the three metafunctions of learners’ writing. Thirdly, we explore the differences of the use of FDMs among learners’ levels and find that they relate to the process of how learners have learned the forms and meanings of FDMs. Fourthly, the registers of writing clearly influence the uses of FDMs in learners’ writing. Besides, this study also reviews the relative information of FDMs in four CSL textbooks. Finally, some pedagogical implications are worth considering and suggestions are made according to the findings of the research.

一、英文部分
Aijmer, K. (1996) Conversational routines in English. London, NewYork: London.
Barfiled, A. (2009) Exploring Productive L2 Collocation Knowledge. In Lexical Processing in Second Language Learners (2nd ed.). (pp. 95-110). MPG Books Ltd.
Barlow, M. & Kemmer, S. 2000. Usage-based models of language. Stanford, California: CSLI Publications, Center for the Study of Language and Information.
Bestgen, Y. &Vonk, W. (2000)Temporal adverbials as segmentation markers in discourse comprehension. Journal of Memory and Language, 42, 74-87.
Biber, D. (1999) Investigating Language Use Through Corpus-Based Analysis of Association Patterns. In Barlow, M. & Kemmer, S. (ed.) Usage-Based Models Of Language. (pp. 287-313). CSLI Publications.
Biber, D. (2006) University Language: a corpus-based study of spoken and written registers. Amsterdan: John Benjamines.
Bley-Vroman, R. (1983) The comparative fallacy in interlanguage studies: The case of systematicity. Language Learning, 33(1):1–17.
Blakemore, D. (1987) Semantic Constraints on Relevance. Oxford: Blackwell.
Bloomfield, L. (1933) Language. New York: Henry Holt.
Bolander, M. (1989) Prefabs, patterns and rules in interaction? Formulaic speech in adult learners, L2 Swedish. In K. Hyltenstam & L. K. Obler (eds.), Bilingualism across the lifespan: Aspects of acquisition, maturety, and loss (pp. 73-86). Cambridge: Cambridge University Press.
Bolinger, D. (1975) Aspect of Language (2nd ed.). New York: Harcourt Brace Jovanovich.
Cater, R. A., (1987) Vocabulary: Applied linguistic perspectives. London: Routledge.
Chomsky, N. (1972) Language and Mind. San Diego: Harcourt, Brace &Jovanovich.
Columbus, G. (2010) Processing MWUs: Are MWU Substypes Psycholinguistically Real? In Wood, D. (ed.), Perspectives on Formulaic Language- Acquisition and Communication. Continuum Interational Publishing Group.
Cowie, A.P. (1988) Stable and creative aspecs of vocabulary use. In R. Carter & M. McCarthy (eds.) Vocabulary and Language Teaching. London, New York: Longman.
DeCock, S., Granger, S., Leech G. & McEnery, T. (1998) An automated approach to the phrasicon of EFL learners, In S. Granger (ed.) Learner English on Computer. London, New York: Addison Wesley Longman, 67-79.
Dik, S. (1997) The Theory of Functional Grammar. Berlin: de Gruyter.
Fernando, C. (1996) Idioms and Idiomaticity. Oxford University Press.
Ellis, N. (2008) Usage-based and form-focused language acquisition: The associative learning of constructions, learned attention, and the limited L2 endstate. In Robinson, P. & Ellis N. C. (eds.), Handbook of Cognitive Linguistics and Second Language Acquisition. Routledge.
Ellis, R. & Barkhuizen, G. (2005) Analysing Learner Language. OxfordUniversity.
Fillmore, Charles J. (1977) The Case for Case Reopened. In Cole P., (ed.) Syntax and Semantics 8: Grammar Relations, 59-81. New York: Academic Press.
Fitzpatrick, T. & Barfield, A. (2009) Lexical Processing in Second Language Learners (2nd ed.).MPG Books Ltd.
Fraser, B. (1990) An approach to discourse markers. Journal of Pragmatics, 1990, 14: 383-395
Fraser, B. (1999) What are discourse markers? Journal of Pragmatics, 1999, 31:931-952.
Gaeley, M., Slade B. and Terkourafi M. (2010) A Text in Speech’s Clothing: Discovering Specific Functions of Formulaic Expressions in Beowulf and Blogs. In Wood, D. (ed.), Perspectives on Formulaic Language- Acquisition and Communication.Continuum Interational Publishing Group.
Givon, T. (1993) Coherence in text, coherence in mind, Pragmatics & Cognition 1:2, 171–227 Givón, T. 2001.
Georgakopoulou, A. & Goutsos, D. (1998) Conjunctions versus discourse markers in Greek: the interaction of frequency, position, and functions in context, Linguistics, Volume 36, Issue 5, Pages 887–918.
Goldberg, Adele E. (1995) Constructions: A Construction Grammar Approach To Argument Structure. University of Chicago.
Goldberg, A. E. & Casenhiser, D. (2008) Construction learning and second language acquisition. In Robinson, Peter & Ellis Nick C. (eds.), Handbook of Cognitive Linguistics and Second Language Acquisition. Routledge.
Granger, S. 1998. Prefabricated patterns in advanced EFL writing: collocations and formulae. In A. P. Cowie (ed.) Phraseology: theory, analysis and applications. Oxford: Clarendon Press, 140-160.
Granger, S. & Tyson, S. (1996) Connector usage in the English essay writing of native and non-native EFL speakers of English, World Englis.dirr. Vo1. No. I, 17-21.
Halliday, M. A. K. & Hassan, R. (1976) Cohesion in English. London: Longman.
Halliday, M. A. K. (1977) Text and Discourse. Webster, J. J.(ed.), London, New York: Continuum.
Halliday, M.A.K., (1985/2004) An Introduction to Functional Grammar. London: Edward Arnold.
Hyland, K. (2008) As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes, 27. 4-21.
Hyltenstam, K. & Obler, L. K. (1989) Bilingualism across the Lifespan-Aspect of acquisition, maturity, and loss . Cambridge University Press.
Jaworski, A. (1990) The acquisition of the language faculty. Cambridge University Press.
Jespersen O. (1924/1976) The Philosophy of Grammar. New York: Norton.
Krashen, S. & Scarcella, R. (1978) On Routines and Patterns in Language Acquisition and Performance. Language Learning, 1978, (28): 283-300.
Langacre, R. E. (1976) Anatomy of Speech Notions. Lisse, Belgium: Peter de Rider Press.
Larsen-Freeman, D. & Long, M. (1991) An Introduction to Second Language Acquisition Research, London: Longman.
Lebov, W. & Fanshe, D. (1977) Theorapeutic Discourse. Orlando: Academic Press.
Levinson, S. C. (1983) Pragmatics. Cambridge University Press.
Li, C. & Thompson, S. (1981) Mandarin Chinese: A functional reference grammar.
Berkeley and Los Angeles, California: University of California Press.
Li, J. & Schmitt, N. (2010) The Development of Collocation Use in Academic Texts by Advanced L2 Learners: A Multiple Case Study Approach. In Wood, D. (ed.), Perspectives on Formulaic Language- Acquisition and ommunication.Continuum Interational Publishing Group.
Lyons, J. (1968) Introduction to Theoretical Linguistics. Harmondsworth: Penguin Books.
MACWhinney, B. (2008) A unified Model. In Robinson, Peter & Ellis Nick C.(eds.), Handbook of Cognitive Linguistics and Second Language Acquisition. Routledge.
Meunier, F. & Granger, S. (2008) Phraseology in Foreign Language and Teaching. John Benjamins Publishing Company.
Osborne, J. (2008) Phraseology effects as a trigger for errors in L2 English. In Meunier, F. & Granger, S. (eds.), Phraseology in foreign Language Learnig and Teaching. John Benjamins Publishing Company
Pawley, Andrew & Syder, Frances H. (1983)Two Puzzles for linguistic theory: Nativelike selection and nativelike fluency. In Richards J. C. & Schmidt R.W.(eds.), Language and Communication. Landon and New York: Longman.
Peters, A.M. (1977) Language learning strategies: does the whole equal the sum of the Pragmatics. New York: Academic Press, 267-278.
Quirk, R., Greenbaum S., Leech G. and Svartvik, J. (1972) A grammar of Contemporary English. London: Longman.
Redeker, G., Review Article: Linguistics Markers of Discourse Structure, Linguistics, Vol. 29, No. 6, pp.1139-1172, 1991.
Sankoff, G., Thibault, P., Nagy, N.,Blondeau, H., Fonollosa, M. andGagnon, L. (1997) Variation in the use of discourse markers in a language contact situation. Language Variation and Change, 9 (1997).
Schmitt N., Dornyei, Z., Adolphs, S., and Durow, V. (2004) Knowledge and acquisition of formulaic sequences. Formulaic Sequence. Amsterdam/ Philadephia: John Benjamins Publishing Company.
Seliger, H. (1984) Processing universals in second language acquisition, in F. Eckman, L. Bell, and D. Nelson (eds): Universals of Second Language Acquisition. Rowley, MA: Newbury House.
Selinker, L. (1984) The current state of interlanguage studies : An attempted critical Summary, in A. Davies, C. Criper, and A. Howatt (eds.). Interlanuage. Edinburgh University Press.
Sinclair, J. M. (1991) Corpus, Concordance, Collection. Oxford: Oxford University Press.
Schmitt, N. (2004) Formulaic Sequence. Amsterdam/ Philadephia: John Benjamins Publishing Company.
Schmitt, N., Grandage, Sarah and Adolphs, Svenja (2004) Are corpus-derived recurrent clusters psycholinguistically valid？in Schmitt, N.(ed) Formulaic Sequence. Amsterdam/ Philadephia: John Benjamins Publishing Company.
Singleton, D. (1999) Exploring the second Language Mental Lexicon. Cambridge University Press.
Sperber, D. and Wilson D. (1986/1995) Relevance: Communication and Cognition. Oxford: Blackwell.
Siniajeva, I. (2005) Discourse markers: Their Functions and Distribution across Registers. M.A. Thesis, Department of English Philology Vilnius Pedagogical University. Jounal
Traugott, E. C. (1995) The role of the development of discourse markers in a theory Of grammaticalization. Paper presented at the Twelfth International Conference on Historical Linguistics, Manchester, August 1995.
Tsao, F. (1979) A Functional Study of Topic in Chinese: The First Step Towar Discouse Analysis. Taipei: Students Books.
Tsao, F. (1991) The Topical Function of Preverbal Locatives and Temporals in Chinese. Schriftfestschrift: Essay on Writing and Language in Honor of John DeFrancis in His Eightieth Birthday. pp. 125 146. Mair, Victor H. (ed.) Department of Oriental Studies, University of Pennsylvania.
Van Dijk, T. A. (1977) Text and Context: Explorations in the Semantics and Pragmatics of Discourse. London: Linguistics Library.
Weinert, R. (1995) The role of formulaic language in second language acquisition: ac review. Applied Linguistics 16(2):180-205.
Wilson D. & Sperber, D. (2004) RELEVANCE THEORY in Ward, G. and Horn L. (eds) Handbook of Pragmatics. Oxford : Blackwell.
Wolter, B. (2009) Meaning-last vocabulary Acquisition and Collocational Productivity, in Lexical Processing in Second Language Learners.
Wong-Fillmore L. (1976) The Second Time Around: Cognitive and Social Strategies in Second Language Acquisition. Doctoral Dissertation, Stanford University.
Wong-Fillmore L. (1979) Individual Differences in Second Language Acquisition. In C. J. Fillmore, D. Kempler, and Wang, W. S-Y. (eds.) Individual differences in Language Abilities and Language Behavior. New York: Academic Press.
Wray, A. (2002b) Formulaic Language and the Lexicon. Cambridge University Press.
Wray, A. (2009) Formulaic Language: Pushing the Boundaries. Oxford: Oxford University Press.
Yorio, C. A. (1989) Idiomaticity as an indicator of language proficiency, in Hyltenstam, K. & Obler, L. K. (1989) Bilingualism across the Lifespan-Aspect of acquisition, maturity, and loss . Cambridge University Press.

二、中文部分
王德春（1983）詞彙學研究。 山東：山東教育出版社。
朱永生（2001）系統功能言學的多維思考， 上海：上海外語教育出版社。
何立榮（1999）淺談留學生漢語寫作中的篇章失誤—兼談寫作課的篇章教學問題。漢語學習， 1， 44-47。
束定芳、莊智像（1996）現代漢語教學－理論、實踐與方法。上海：上海外語教育出版社。　
呂叔湘（1979）現代漢語語法分析問題。北京：商務出版社。
呂叔湘（1982）中國文法要略。北京：商務出版社。
呂必松（1993）對外漢語教學概論（講義）續五。世界漢語教學，25（3），206-219。
李戰子（2011）功能語法中人際意義框架的擴展，黃國文、辛志英（2011主編）系統功能語言學理論基礎發展研究， 北京 外語教學與研究出版社。
李晉霞（2005）話語標記 “如果說”，漢語學習， 2005年，第1期。
李委清、周凌（2009）話語標記的系統功能語言學分析，南昌大學學報（人文社會科學報），第40卷第6期。
李明懿、黃郁純（2005）第二語言習得觀點之定式語研究。發表於第八屆國際漢語教學研討會論文。北京 世界漢語學會。
李明懿、黃郁純（2006）語言習得觀點之現代漢語定式語研究。發表於第14屆國際漢語語言學研討會與第10屆中國境內語言暨語言學研討會聯合會議。台北：中央研究院。
李明懿（2007）現代漢語定式語之定義研究。第七屆世界華語文教學研討會。台北：劍潭。
沈家煊（2001）語言的“主觀性”和“主觀化”，外語教學與研究， 2001年第4期。
沈素華（2009）華語教學修辭教學策略。碩士論文，高雄：國立高雄師範大學。
宋怡南（2002）華語文寫作課程之設計規劃芻議。碩士論文，台北：國立臺灣師範大學華語文教學研究所。
林雅惠（2004）華語文教師課堂語言對教學之影響─以師大國語中心之強化輸入為例。碩士論文， 臺灣師範大學華語文教學研究所。
孫維張（1989）漢語熟語學。 吉林：吉林教育出版社。
高岩（2011）語篇中時間銜接成分的分布和管界。 邢欣（主編）語篇銜接與對外漢語教學。北京：世界圖書。
邢欣（2011）語篇銜接與對外漢語教學。北京：世界圖書。
周荐（1997）論四字語和三字語， 語文研究，第4期。
許依菡 （2011） 初中級華語寫作教材設計研究－以華裔學生為對象。碩士論文，台北：臺灣師範大學。
屈承熙（2007）漢語篇章語法。北京：北京語言大學出版社。
崔希亮（1997）漢語熟語與中國人文世界。 北京：北京語言大學出版社。
曹逢甫（1976）（謝天蔚1995譯）主題在漢語中的功能研究--邁向語段分析的第一步。北京：語文出版社。
曹逢甫（2005）王靜（譯）漢語的句子與子句結構 。北京語言大學出版社。
曾金金（2002）高級漢語學習者之中介語分析。行政院國家科學委員會專題研究計劃成果報告（NSC 90-2411–H-003–038）。
靳洪剛（2004a）語言定式教學法在中文習得和中文教學中的作用。Journal Of Chinese Language Teachers Association，Volume 39：1， pp. 45-62
靳洪剛（2004b）中文教师提问能力的培训，Journal of the Chinese Language TeachersAssociation October 2004，Volume 39：3， pp. 85-110
靳洪剛（2005）第二語言習得與語言形式為中心的結構教學探討。二十一世紀華語機構營運策略語教學國際研討會論文集。台北：師大。
張曜薇（2002）華語文寫作歷程研究─以高級華語學習者敘述體寫作為例。碩士論文，台北：臺灣師範大學。
鄭錦全（1988）通信本文漢語篇章語法。世界漢語教學，199 8 （1） ，pp. 6-13 。
陳昌來（2000）現代漢語句子， 上海：華東師範大學出版社。
陳俊光（2007）對比分析與教學應用。 台北：文鶴。
陳俊光（2010）漢語篇章分析與教學應用。台北：新學林。
陳賢純（2003）對外漢語教學寫作課初探。語言教學與研究， 5，pp. 59-63。
楊一飛（2011）語篇中的連接手段。 博士論文，上海：復旦大學。
楊寄洲、崔永華（1997）對外漢語教學課堂技巧。北京語言文化大學出版社。
楊建國（2009）基於動態流通語料庫的漢語熟語單位研究。北京語言文化大學出版社。
楊萬娟（2001）論諺語和它近鄰的種屬分界，中南民族學院學報（人文社會科學版）21卷第4 期。湖北：武漢。
劉月華（1998）關於敘述體的篇章教學—怎樣教學生把句子連成段落。北京：世界漢語教學，總43， pp.7-77。
劉正光（2001）慣用語在第二語言習得中的作用與意義研究。湖南大學學報（社會科學版），第15卷第1期。
劉仕明（2002）第二語言習得中的程式語研究。天津外國語學院學報，2002年第2期。 　
劉志芳（2001）連接性詞語用於五種書面文體之應用。碩士論文。台北：臺灣師範大學。
劉珣（2000）對外漢語教育學引論。 北京：北京語言大學出版社。
劉珣（2002）漢語作為第二語言教學簡論。 北京：北京語言大學出版社。
劉麗艷（2006）跨文化交際中話語標記的習得與誤用。漢語學習，V4，2006， 8，50-57。
劉麗艷（2008）口語交際中的話語標記。 博士論文，浙江：浙江大學。
連金發（2009）固定語式探索。 蘇以文、畢永娥（編） 語言與認知，229-262。台北：台大出版中心。
謝世堅（2008）話語標記語研究綜述。 山東外語教學， 2009第5期（總132期）。
錢旭菁（2009）語塊教學研究。漢語教學學刊，V5， 2009，12。
濮擎虹、濮明明（2005）敘事的組織和產生。 安徽師範大學學報-人文社會科學版。33卷第2期。
羅青松（2002）對外漢語寫作教學研究。北京：中國社會科學出版社。
蘇丹潔（2010）語塊是構式和詞項的中介，語言教學與研究。 北京：北京語言大學。
辭海編輯委員會（2001）辭海。上海：上海辭書出版社。

三、教材
葉德明（2001）遠東生活華語 Book I。 台北：遠東圖書公司。
國立臺灣師範大學國語教學中心（1999），實用視聽華語I。台北：正中書局。
鄧守信、孫珞（2008）今日台灣。高雄：復文書局。
美國各大學中國語文聯合研習所（1998）思想與社會。台北：南天。

四、網路資源

中央研究院現代漢語標記語料庫　http://db1x.sinica.edu.tw/kiwi/mkiwi
全球華語數位教與學資源中心 http://elearning.lling.sinca.edu.tw