TESTA 1809 8A NTE PRE Ay PAR BAP BER: Sperber HM Wilson Hit MIUKMIG, RE SI AR KAR WT — 1 BOER FMEA. AS CARA ATI, MA iA iB WS EY SE TR AE A STA aE SR RE Be SCI FLV, HOE T i OE eS A SL ARM: HARRIE. KML BEM, I La a iB RAB (discourse connectives) REA WERIGIE( discourse markers) (Fraser, 1997) jt FRR TRB (ALR a: (1) We were late in leaving home Nevertheless, we arrived on time, (2) Tt should fly. After all, we followed directions. (3) We ought to speak to Harry about that point. In- cidentally, where is he today? (A) He was insensitive to the group s needs. Conse- quently there was a lot of bal feeling. POE FEN ts AS ok BA EA, ERAS eee LR RAAT TBAB, Oe HEiAl( conjunctions) JBHVRA (logical connee tors) iE HE (FIA ( discourse operators) iit) ‘iif (discourse particles) . i FH 28 i ZC ( prag- matic expressions) . i Ji] Hi id if ( pragmatic markers) % (JL fl BR. HE ACH, 1998a). AS SSRN EIR As, TSE TEI Ai]. Ay Wei RI RB CAS IP ied, Ea AH Beek He Os MISHA be be, Can PE Be RA IBS LI rs BRIG HT Ro ERE ME MLS TB fe ERT BBY, AJB BONE Ph EH i GBs 19 9 eS SE RP BSH TREY, FASTEN ME. GUAR, Ha WARE MT EIN, 18 SUS, 8A, SLATE IAL A A OE A ER SY BBA OR, ART) MAT A PI TATRA NIH DH BE, 4 Blakemore( 1987, 1990, 1992), Sanders, Spooren & Noordman (1992; 1993), Rouchota (1996), Unger ( 1996) AGAR. ACU RIFE FARE, CH BOK RR RE SRER DY iA TR AY TH HEY fe 2. RBH Sperber 43 Wilson (1986/1995) AU Sf) BER, FR T WA IIe. HRI FRG, 20RD REA SUT TE AHS EA SE, We AG EW Ae AT, LEU AR ak, TAMER AGS. Sea a oh INE TE, I (blueprint of meaning) , a #42254 Ea ik TATE AZ SHES A BR aR, BN AE X(speaker meaning) © ih i HERA Hh ES ti SUS (re RO RE (ELE PR TS BE SEHK, TLL I FEE illocutionary force) 5 K Dy 5G aR) Rabe TRIS EAB LT A A FEE, Th HEE RAR HEMT. HE PS RR WU 5 eee IA, HE SET WARS RARHIAA BRANES MM CATT POIS T RE 1 119 BE as HEE 8B HEFL (ostensive inferential communication mod- el) o Wan SEALE 22 bn SI Ph, WAAR S, Sh R-TMAARMRENREA, DAE NT iA i I Hy 8) CARRE, UO Af ET 2, SCRE APH DIALAY, WO AA dh AGEL HH AP ELBE fo NP HEAL BEBE AF RE iE ASL SIRE a ad Qe EPS A RS SOA “ee SNAG MRS eI Oh FEAL i, SE ST MS PI A ‘Lea de, TRS eae SBE, PR ES AI-Z I VSTERR AR, EE JE FLEE SUPER AE. BE iL ACTA OR 55 ULE 3 AP SEU, AD SRLUCSIOG iA IRS A STE SP ATID TRL, AGARTALA AS ME ET EA ERE. Tri, AMMO TAA MD, OFA A Se KR AST TAL ELA 34 RIO AA, ELE FP GR MA A PU KIA [ot SEGUE ATA, I Hy et Sik ME AH AE DR LAE, Wei A ZS AVES GACT RUDE Be Ul AIBC RS UA BEN RIM RMAF HERO ROR AE, FOF BR KF Eafe LES WE AAT EL ALAR, A Db SL, CATA HEM LT iA SER, AAT RE bi, Bi A BME GL ATER, TELOF i Aart Aye RMS NE, ih A BLS Hr SSR ai Ga MHL UN WE ATH, IAA RCE AEA. OY, EK AR SRR AR PRE PRIA, HEME SEI RAEI « Sperber & Wikon $81, ZE(SRMGIESE, i RA AREAS ACPI GP, LAE ASEM THEIL SOT EASTER hs BIE RSE A HEY, ALLA ERE AS FURS av: (1) EA RU MD ASI ERT NS RAYA SI: (2) SK ALES, ON EEE, GX RRR SCR AE Mei OUT FE, He SCT I UE Dre Wil AMIEL A WE AS EY EAC AMER Ea, EB DA ASG FAY KIDG Eh EPID WEA BS AR BEAL BL AO res ML, WAP TATE ASEH Wii AA FE AOU MERE 5 cS AB Zs ATG VS A SE), BERR BCI AAS UT TRA BE A T ARBs BR Dh TE AEE AR PRB TE A TI FI TTR FARR TE, RABY, TAA ia PET TENG Ula ee 2 BE WARE AY © FAH, FRAT A, BOTA CETTE AE RINT (AT RIBIK AiG In TUE TR RTE BR 2), ROR ILUETA Ze AE ST AAS I 93 J RES UM BSEZ AI. HH a, Wii A TSE SE AL TLEK « 3. SSR HER AIR AID Ae AEE CEE HS IP ER HEE Oe) VE RAR TB Te HA) Ye RET BO RSIS AAT HERE, HEIN Rouchota (1996) BLE HOLE Set: TBI RIB ERE TA? BB WE CR EAT BEM BE, CAE AT Je Ri ETC, BAC A? BRR IRR I TREE EU AB PE, GG VaR AR EE EES FA TE SEZ MAINA? MATER ATE PEE BP AE DEAT PRE AT FEM? Rouchota He is HER TERR HEA ial” (cue words), FUE ALA EFA CAR AEH BR Ha PE BE RP BA 8 TE SI LG HEAR ZFS TRAE DR EAT FL 25H, HAT BLM AY EL Blakemore (1987, 1990, 1992). WHE EE HOR AR Tam OS AY EP fe Ti APL. FFU, TER ARIE OME TE AL BRA TWH TE SERIE SB HER, MTT S| SET AFT IGE © HEE Sperber #i Wilson 9742 HAY eH I, AE i GB WE A 1 i ee A LHW ZT TBA RETR TEEN TAL HAIN Sy BRR tro LATER Rib eS] SUPA UR Bi ASSO HATE SAB AT A BD eT MRT HIE a Rid, ROAR iA Bate Be TEN GT EY ODE. (88 A AASB ERE FER. FOREST TE RAS SLATE. TE AAG BM WET ABE AG PEIN EMR AI BR AE HAE Te ALE ET RE.SES HGS SHG CEI PEAR AA PRACT RAY SB HE BEA FH, A RR TEMES RE A tr a, CLL RAR BR Pre SEIS, HER ELEN; A, Ki ERE PPE GS, AVERT FOE fit BRA, CMG UTA SA RORY I Bie AE SEL, SEN aie AS th ES BAUAN, Wis A He PR WAS BEACH, OAT IRA A TER IS TE Sis NE Sie ZT KT Sa LF eI, EA TATA A TE AIS, ET aS SARE SL PE HT Te RG AT Be BL, SA FeanAS I. HEHE TTR TB a a, tO — DR ABR, HAZE AK SR PR RBZ WE AS FEE TWN TATA, HE BEY AD AR iB vB HG a Be BR ZIM. WE ew: (5) (context; Peter is weighing a portion of Muesli— food of a mixture of uncooked cereal, nuts, dried fruit, and milk) Mary: I should pay some attention to my diet tov. (6) (contest: Peter is back from jogging) Mary: So you re trying to keep fit. (7) (contest: Peter comes home from work at 3: 00) Mary: But you had to work late shift today. (8) (context: Peter has his leg in plaster) Mary: Even a small child would have seen that manhole. (9) (context: Peter is browsing through a PC maga ine) Mary: We should be thinking of buying a comput- indeed. ZED SAAR PF, Mary Bie AB AE Mh wT AE i, HER SE BL RET OK A 3 — fA Be. ENT aie eS RT ETA SE HR AO AAPSET AR RE. FESE (MS Wi BRIA RHE ERS ABA TD) _L- HALUEAT AK ( Rouchota, 1996) « BAAS Hy TM ARAL 6 AL TEN AWS BUR ECT i SL PATE Bis Hy IAL — A es A HEL BA” ( short_cie- curited) HUE 6 TATE FAB TRS EH A A SHRM ES A, ERE ais With _A S226 7 AR HE EI PU ARR, 1: © but” EBA Ae Po 5S SI OR ie a Fas so” REAR HE FE Si 0 OEE Ba “ moreover” EBAY HAE AH Al Hie 19 IE OHS. FRG, FTP I RL BPR A AN explicit) ERIE LK REA SEAT ESOT TA AT He EL PF fd 4 PE Fie 4. BERS BA AR ZEB TE AE — TS FA RI, BY ab AS. Fee( ABE Ma) APRA ERR PME FOOT SE OR A, Eh, DVT RA A 2 Ie HT TR BREN. CEI OR, MAE EO Aa STS 5 BO Ta EAT IR, AP Be ADEE BIBS CB. Suit, ZEA iN, HAAR ABT AAR AE FIA RI PEAT A PEI, A AE fF Ase SME Wl ania, TA te BEB Si SERB ATT TAB Ab SEE FY SEA SHE TES Hl, AOA VI ee ABE Je MLAB, CE RTE fat AY BUTE, Gn eA ea AE, DG AR Wii BE. (GM, J EAR* Owner for Sale”, 3X fy" Owner” Fé APE 4" Owner_jeepny”, tii RE “someone who owns” » 72 ERK FEIT” Sie WBS, BUR ALA TT PE GE AT Mt IY SE FAIL, JEP AES NEA. SC 42 SL Wil, J -FEIRF 1 s the taste!” , 1% 25] Ze x TSN, DAV WUT AG HE is ARAFAT” , TTL — se ae Set A 48 So RET”. UR OTRAS ABR SMH SER HEARS RY RAE SDR 6A, SR BE 108 das Sh SUCRE ch He AAA il AUTH EAE, LEA Nescaf | I's the taste!” o SS OODE, Bei AG RTT in ASHES BED ARGUE il, DU OUI BEBE AEWG. ALP, RL EW, OTT AT SLAVE a Ae AL SEN WR Hl, GT BT PASI eA GEIR A UT TA TE EE I He FRL— RRS. RULE eT AOS tes PEE fe, Be Th fy SARA oY fee AS, LOT ADE AH ZU) FEMA KAR, Hed" IN RAR” * BAER RUE RR S. G Pi: (10) a. Pete? s not stupid. b. He can find his own way home, (IL) & Peter snot stupid; so he can find his own way home. b. Peter’ s not stupid; after all, he ean find his own way home. (10) 4 (a) 5(b) ZI AT A ELE RA: (ila) 5(11b) 6 ZERSAPAIL B, wa A eS bso BK after all, RCE CR iB, UF AMY FRET HA. SCM: (12) A: L really disliked the man you introduced me to. B: He s your new boss, (13) A: T really disliked the man you introduced me to. Bl: Anyway, he s your new boss. B2: Afer all, he s your new boss. SEGRE ( 128) HAM AAA MEE, TEAL TET ARIA 2 Ae A, WO Go WOR IR A CE RE BER ATE any way, M(13B1) , Uri A A TE I Bt I eK SUA BAT iii AUN te OR A AGE, FAT UA SA. DAE, (1382) *H, ot after all VANS, Ri NT Re EAL BETTS BA Nee STE AiR AK TE UAE AY 1 TA AIAG ts EAR AES i, TH FR ETA TB ES SE LE, a > WAR A Mh SE TBF At HSS, DPE RNR WL, TEI RR V8 NY PE A Bt Rt WR AEA RT BOER FES BE WE ER SSE JH, Bl Blakemore ( 1987, 1992) fF a Xt 3 RHE HEAT i SC Hi] 4” (semantic constraints on rele vance) » GATE AB WO TF A SESE ETA ELIAS |S. BME Fal: (14) Romeo likes to please Juliet (15) He is Juliet’ s favourite, JAPA PTZ IIH ALAN EN, EA ELVA RICE (TZ THY ABE FR, RI Wy ( 14) FAI 15) ABET UL SAR AHC, SUA EAT RINSEUE. PST, CE FENN ZCBR ARLE EF, WB ANE EAI, MAB FER MISE, HOR ii ANS che AY, ea SETAE ABE AE — AR, BM (ESR BREA DE TTD, GRE 4 SIDE EAT LY J QBN. WURDE 1S) ZAUIILE so Bho ter all BEAT S/S, Wi AAR Ze HO 2A WE REI — Fr BUR Hie AR Hie EAE: (16) a. Romeo likes to please Juliet. (412) b. After all, he is Juliet’ s favourite. (SEiiE) (17) 2. Romeo likes to please Juliet. (SEE) b. So he is Julie’ s favourite. (47 1#¢) EF SETI ARAB (A, HA A AE FRIBTE MiB REALL. MRT ( 16) A, IA SHS ATE RAR I AS AE 16° ) PEN SEA: (16) If X i someone’ s favourite then X likes to please this peron. iIB(17) EA TR i RI, FB TB A DR IR: (IT ) TEX likes to please a person then X may hecome this person’ s favourite BA, after all $5.» RELL ESE EAE ET ASTI ARONA. FA) after all FF, you see AAT Lt LAE LHR MICKA. te (18) Juliet was distressed. Af ter all, Romeo had not seen her. (19) Juliet was distressed. You see, Romeo has not seen her. BM after all “you see WADLG| FAR PEALE TTA ALY AA EAL. fuer all Hey a TE 1 PE, BBR se Ae | SE BEAU OUR Fr C0 i ALAS: you see 5] SE FADE DLA AUNTIE AAR SS aE AE. DSJE, (18) 4 Romeo has not seen her” 97 A. SRE DAM, TO 2E( 19) Pee A AB 5. (eS a Therd ore, after all, but, yet, too, on the one hand "id idi We As iH TE Seba Pe AE TEA EAT IA 7 8 a EY RBs EA BEM. Grice GMS HME "(conventional im- plicature) (8 BEX AL ia] i§ MEATUS, IRE HLL A RADA TEs FDA Dy Se Ba SEE FU, 6 ABR AEM. 1. Blakemore AN ARAN TM RR, Ua BIR A TY PE JER ERT ER a PSST AE HIS We AGM BE AU ANB Sk A AS Beh, (ABS ETI AE Sa ae OT A EAST] Ae W343. dn: (20) He went to McDonalds. ‘The quarter pounder sounded good and he ordered it. (21) The river had been dry for a long time. Everyone attended the funeral PRBS GUND A SHAD NO (20) , FIA ft KTH the quarter pounder SE -## DURE, HAA MS HEse A. FAB ENT IAAT UM ARES RBI BRE JB, UB Site HEH. (R21) A PAMEAS Se, FA 25's Sk Ba CURT ABH One AB SOU © SEAS T RE TF RANT ACTS, Wir A SESE BE DDB ( 20° ) PEE AS He BX, A AEH ET TORE i SAR RTE, aR GAAS FRA SCA BH FT FH THF FE, Be TRA Aare SEC 20°) FATES RAB (20°) He went to a place where food is prepared and cooked. It is called‘ McDonald $ . There he saw ground meat whieh is formed into patties, fried and placed hetween two pieces of bread. (20) Ha river has been dry for a long time, then a river spirit has died. When a spirit dies there is a faneral, The river had bem dry for « long time, HARRY Ta BE 55 ERAS IT THA EBL, (20) FS SUBSE Fa ak AS (20° ) at, DS] Ay SLA ( 20) Wop, ABE AT BE G8 77, TT ORE ESI CR. MAAR HIN A PUA ANT a, We 21) FER. Ad SHE, HEC AR HAE as RR DDT 88 TAM AN ST I BPO IRA BLHH ( 20) #0 (21) TR. SRA ARP TBAB PARTE A Mi BUSA 20" ) BOREL AIBN, (22 SE i AE ER RE, hE Hh Ew TE OY VE Se, Ba A TPKE S28 fe 0A 20°) CPE Wan HK, UT ASSET HH & AOS Ae ASE B95 71, OPE 2 BEAR AA TH TS BE. RE PAAR FE 4 SF PREG PUT JOR iL, 8 TB 20) ink LEC 20° ) A Hei. REXKL, FAL TAAR RE ERAS 5 KIB — Bw. BE, AFL AR Be ED A AR A GA iA SE A es, TAY LBD USL SETA, (EMT We AEE A. 4 BR, AIT ARB Ae RTE AS CELE AR LN, BRIA AS nA, OT A PE IE TE AB Be, A TNE TT TOE Mn Hea TERS eH, Mes A PEHRAE BE your time is up” IN, (LU Jy Are SPO AE Hea NT SAB, JASE LL FO: You should stop talking now, Sif IE i #E ARE SUPRA. II, IRA Be A RB EL PRA CNA, BT Ta A YEE qin HA. SRT, SI AWS A AR BT AE FU TL ABR BEY, fle PS Se Hie Pe 2S A a TDA SSR 1 Hes SAB EIR TE AAT EMBER HA FAY HE BRE AT HR, ATS POT A, Ria TAY EA SEAR. FETE alter all, so, too, anyway, but, on the other hand, you see TE iATE RA BM TS, FE RAS SP ART RUE RR, TSE TT OTe EH TE AUAAE. UA Bis PER AIS OE A PATA OS HEE, UIE AAR RETA IE RE: (22) Az Susart s not coming today.Bi Ton? s in town. Bi: After all, Tom’s in town. B2: So Tom’ s in town. B3: You we, Tom's in town BA: However, Tom’ sin town, BS: Anyway, Tom's in town. MATL AL, HA PR( 22A) HEE T HEE ( 228) 1 AL $REHG, 14( 228) yA Fe ES Py LAR, BN IE ‘HEAR WWD. THU 22B1 —22B5) 49(22A) ZINK FAL OA, DAA EAT TT A He A LE ad) 1H, REMIT A TET EAT SS. ZEEE ZUR, FRIEZE AE Oe AY, HGRA DASHA ALi iA Fo Lf eR R t TAS A HRS EAT HA, OTT A Be PE SDAVA Bittbil, DASE BURR TE SEI FS A TP RT ERT TE RE AR ANE boi DE TILE, (HE BE FAW AAA ELAS Ts LR EAT RE. RE OF PFC MARAS, (A ae Ba A FR, TE BRE AS peas 5 ED WBS a SETAE Hee FB a BA HEF Bk WTR PR, EL, A, ER) ALAR IDR. REC BE F fal: (23) My neighbor asked me if I would like to go to her sort s school play. I told her T couldn t. (24) There was $ 4 in his wallet. So he hada’ t spent all the money. (25) T cooked myself an omdette and then spent the evening marking essays PAGES ( 23) AASB SB DS (U2 IS HL ET BE We (24) #25) PINAR AR SIN I eI SOLA TENGE ARE FA EMME as HORT 5 US, AP EET ARICA HSE RE a MZ KA. tel, SHA TMK ADEA REL, USAT BEI NLL R( 26) 3 Pt 09 a: (26) So you ve spent your money. (BEF, HIER ‘Mh HEAT ») DAE so BEBE IB Sits VS TH (A, HDG Efe HUES Sis BE BT KI). “6 -S( 24) FRENT so PED AR A HY ERE AA BE PRE WE FE A, {H Halliday & Hasan (1976) 4777 H4E so PRANK ARN RR Re WEE EWI KA HE HA( Blakemore, 1988). ik] ATER AAS WD ee BIR A si A BR RRA, CAIN fe ADEE TAB T AY ECR, 4B a TEL A Hh 2 OA A, fa Grice (1975) 4 Ze 22 iis i HIE 6 ASS GUL, Oo EE BRL, abd A ot aah SAE UTR. PUA TU he RGAE SBR OIE © 0: (21) Heis an Englishman: he is, therg ore, brave. TREE EM therefore 27s, 1 BIH HE fe ESE AGS BER AAD RIK 25 RAB ML, ie i HE ABATE > © GRY (consequence) BE HLT TUR AAR, WY OA a HE TP RB SHEETS. (ALE Grice HR, 1 PUAN there fore RAAB BEA Ath EA, ig FAR AK SSA Aa th ea F208, JEG therefore 42 a Hil ia PAT is AZ. fd NARHEDE A DPE, FY after all 18, FEARS i AZ LANGE AK (28) Heis brave; he is, after all, an Englishman. TERA AMRF, SB — ABP iS AY 2 A Jyh Re EM therfore GLE — 4 eh il — tin TERRES TAA, (4 after all G1 SF itser a WR Ai RENTER. Therefore, after all % JE — PE SELES © TTP RA EBT HS YO AL at ALB ANU AC ESE RES BI SAGE, TBE BEI DT TTS SR ENS TH BIA» ‘5 UGAH IS, TER AR ORE PLAS ‘HERE TTS PS FE, WAC APT BAS A SiN TFT UIM ES, TE RUE SCENT TE fre TORS ER AF BBE BAR SENE, MATT Be PEI He DO A A It TAT ND AR Od 98. to (27) therefore HIER ACH, BE GEA ABT i AE, BAY A PES PEE) ANY SEAIE, FEI iB SAR EB ME AT IN TALES 6. BRIE SOMO ABE fee: AS RTT,A ri UAE HEHE HT TE SIPC AE Poe BY 6 FETE ERE RTA oA BET TAS TRAE THEY . Ui TAIRA Spi a Be FB ESR EE RS SERB, RRA SH bi BOPSAS, BBE es L, MA TT SLE A 2 BS. 2, USO A, AY Ee SB RAE De “ls WS 1 AE ECR IN ASL, dk FEL BIAS SF. ber Al Wilson [IIR BEGG AAA TA SA BERTHS EK -Si5 AE EZ RAT ANRLRE ROAR, OT OT PCE Se JAAP FE rin AF IS Be OT — A ER et, TEL RS A SETA a OP ET A PE teAR A ASSO Le WIR TENE AEDT TOE. (RIS ae ETE A AOE BR? RAT WAR MEE BER? FE SRL AB ID? 8 ial RA PE — I. FA ABS) Fee, SUB AKA ( 1986; 1987) RE BES EL PM ET BUR i BM HB il AR EY 2A BS DORE MEAT ERT, 3 OT EDT hl SER RM. BU, Mihie b, RR JR WAAR Beak Te ZT PEI EA A RAR Re Wi, BMS RID. ee ay SE? BIE NEAR LT AU SE AY a BREA al BL, A EMITS EBACE TT EAE RS IK 9S A OS ie BE TRAE. ak OF 18) ULE (comentual assum ytions) , MISS, ALL aR EE PE LEME FALE A, LA EA TA 1 BR Ss AS MH I. EAH, SAREE AB UATIESH( copnitive context) = 77m BALM: AA. RAS ILE SRR Ih = ADL: (1) BH SIN TE AN BR AAT TARA, IRA RR: (2) BRE AE ae TRB SEL: (3) Bite SOLA RR RI PS, OE TENE EL. 4, WSR GE AE SIREN TAA, 1997) 878 Teh fEYBN( 13) C13) 13”) BRONTE IONE 5 et T. RRA. SE, HME eT, RAR HL, AERA. LESAN Blakemore, D.L. 1987. Semantic Constraints on Rele- vance. Oxford: Blackwell. Blakemore, D. L. 1988, The organization of discourse. In Federick J. Newmyer (ed. ). Cambridge Survey @ 229.250. Cambridge Unt versity Press. Blakemore, D. 1 In Berkeley Linguist ies Society (ed. ). Proceedings the Sixteenth Annual Meetings of the Berkeley Linguistics Sviety. Berkeley. Blakemore, D.L. 1992. Understanding Utterances. Ox- ford: Blackwell. Blass, R. 1990. Relevance Relations in Discourse: A Study with Special Reference to Sissala. Cambridge University Press CdeeMurda M. & D. Larsen Freeman. 1983. The Grammar Book —An ESL/EFL Teacher? s Course. Newbury Hause Publishers, Clark,H. H. 1997. Using Language. Cambridge Unt versity Press. Fillmore, €. J. 1997, Lectures on Deixis. CSLI Publica Linguistics: The 1990, Constraints on interpretations tions Fraser,B. 1997, What are discourse markers? Journal of Pragmatics, the spedal issue to honor Jacob Mey: Fraser, B. (fortheoming) . Some Remarks on the Dis coune Markers fut in English, Grice, H. P. 1975. Logie and conversion. In Grice (ed.). Studies in the Way of Words. Harvard Unt versity Press. Halliday, M.A. K. & R. Hasan. 1976, Cohesion in English. London: Longman, Kdla, E. 1981, Gambits: Conversational strategy sig- nal In Coulmas, F. (@l.). Conversational Row tine: Explorations in Standardised Communication Situations and Prepatterned Speech. Mouton Pub- lishers: 93_113. Knott, A. & R. Dale. 1994. Using linguist ie phenome-nato motivate a set of coherence rdat ions. Discourse Processes 18: 35.62 Mann, W. 6. & 5. A. Thompson. proposition in discourse. Discourse Processes 9: 57_90. 1986, Relational Quirk Ret al. 1972/1985, A Comprehensive Grammar of the English Language. London: Longman, Raleker, G. 1991. Review article: Linguist ie markers of discourse structure, Linguistics 29: 1139.72. Risselada, R. & W. Spooren. 1998, Introduction: die course markers and coherence rdations, Journal of Pragmatics 30: 131.133. Rauchota, V. 1996, Discourse connectives: what do they link? UCL Working Papers in Linguisties No. 8. Sanders, T.J.M., Spooren, W. P.M. & L.G.M. No- ordmean, 1992, Toward a taconomy of coherence re lations. Discourse Provesses. 15: 1_35. Sanders, T.J.M., Spooren, W.P.M. & L.G.M. No- ordmen, 1993. Coherence relations ina cognitive theory of discourse representations, Cagnitive Lin guisties 4:93.13. Schiffrin, D. 1987. Discourse Markers. New York: Cambridge Univesity Press Spaber, D. & D. Wilson. 1986/1995. Relevance: Communication and Cognition, Oxford: Blackwell. Stubbs, M.. 1983. Discourse Analysis: The Saciolinguistic Analysis of Natural Language. Oxford: Basil Blackwell. Unger, C. 1996, The seupe of discourse connectives: im plications for discourse organization. Journal of Lin guisties 32: 403-438, van Dijk, T. 1979. Pragmatic connectives. Journal of Pragmatics 3:447.456. $B , 1988, Ci FE EREIOD, TPE A HAAL FL ESR ACF, 1998.0, TET CAS TE ATE FA ad 24 Pk, Chi Shia ROT See fo) BSR AH AF, 1998b, eK FE HG — UA i FT ER, CBU ARLINIED, 5 3 He $I BAR, 1997, Ci SE SE OD, Fie Oh Hath. SE PUB, 1986, BL ARICA Ba HEP ATER we a}, CP BBL DF 6 He AE, 1987, ET OE ETL, Cp BLE SO 4 Uefa ALBA: 1998 4 10 29 A; #5 2c%, 1991 8 A; AC HET Hi, 1999 4 4H 20 SEALE 510421 J” RANE ER AERCAbstracts of major papers in this issue ‘The pragmatic constraints of discourse connectives, by He Ziran & Ran Yongping, p.1 Tho prosent paper makes a tentative study of discourse connectives with its foeus on their pragmatic constraints on ut terance production and interpretation within the theoretical framework of relevance theory propased by D, Sperber and D. Wilson. It first gives a general introduction to the main theoretical framework and its explanation of utterance production and understanding; then the pragmatic constraints of discourse connectives are discssed: finally it is maintained that- wk terance production and interpretation is « dynamic: process as well as a constrained one, ‘The explanatory power of relevance theory to discourse coherence, by Miao Xingwei, p.9 This paper sets out to investigate the explanatory power of Sperber and Wilson’ s (1986, 1995) rdevance theory to discourse coherence, Follow ing some linguists approach in the framework of rdevance theory, the author discusses some of the contributions of relevance theory to the coherence hased study of discourse ane some of the limitations of the rele- vance based approach. The paper holds that relevance theory could provide insights into discourse coherence to some ex tent, but coherence should be conceived of a a notion independent of relevance. The phonological disorders of Broca’ s and conduction aphasics, by Cui Gang. p- 22 In this paper, an effort s made to study the phonological disorders of Chinese Broca’ s and conduction aphasics thro duction aphasies have disturbances in producing the phonologied forms of words and t hey share some similarities in this as- peel. Besides, differences lew een the two groups of aphasics have been observed. Jb the analysis of the speech of 12 Brocd s and 12 conduction aphasics. The result shows that both Broed s and core Review of studies of bilingualism and intelligence, by Hu Guiling, p. 28 ics of the rdaionship between bilin= This article presents « brief yet comprehensive discussion on psycholinguis tie gnalism and intelligener, including. a review of the research history and some important theories and hypotheses raised in this area. Some imperfections of the research on bilingualism and intelligence are pointed out; and some issues for further research are suggested, The author coneindes that although it is not clear whether bilingualism and intelligence correlate closely, becoming a bilingual is most likely worthwhile A discussion on the sources of fossilization, by Chen Muiyuan, p-37 In the 1970s, there were theories that discussed and explained fossilization from biological, social and psychological points of view and ako from the way how leamers interact with the possible feedback. Later, new explanations are offered by different researchers. Some of them rdate it to learner strategies, and some other try to explain it by linguistic markedness and learners’ tendency to behave in @ certain way, The studies are of par ticular interest and relevant to the study of common linguistic features existing among different groups of learners related with fossilization. The exploration of the sources of fossilization can reveal something not only about fossilization but also the devdop- ‘ment of learners? language.