《商务英语教师学养丛书：商务会议语言》系统介绍了CANBEC语料库的建设和语料库语言学方法，并以该语料库为语料进行词汇、词簇、话语和语体分析，深入研究商务会议结构、参会者话语实践、交际语言创造性、权势和限制等问题，并对商务英语教学提出可行性建议。《商务英语教师学养丛书：商务会议语言》对于商务会议研究具有开创性意义，是学习语料库语言学和商务语言专业学生和科研人员的必读书目，对于从事专门用途语言研究和任何语言研究的学者来说，都不啻为一部里程碑式的著作。
Acknowledgements
Transcription conventions
1 CANBEC: Corpus and context
1.1 Data collection
1.2 Corpus constituency
1.3 Contextual information
1.4 Transcription and anonymization
1.5 Corpus size and generalizability
1.6 Outline of the book
References
2 Background: Theory and methodology
2.1 Theory
2.2 Methodology
2.3Summary
References Acknowledgements
Transcription conventions
1 CANBEC: Corpus and context
1.1 Data collection
1.2 Corpus constituency
1.3 Contextual information
1.4 Transcription and anonymization
1.5 Corpus size and generalizability
1.6 Outline of the book
References
2 Background: Theory and methodology
2.1 Theory
2.2 Methodology
2.3Summary
References
3 The business-meeting genre: Stages and practices
3.1 Applying Bhatia's multi-perspective model of discourse to business meetings
3.2 The meeting matrix
3.3 Applying the meeting matrix
3.4 Summary
References
4 Significant meeting words: Keywords and concordances
4.1 Institutional language and everyday English
4.2 Lexico-grammatical theoretical considerations
4.3 Word frequencies
4.4 Keywords
4.5 Summary
References
5 Discourse marking and interaction: Clusters and practices
5.1 Defining clusters
5.2 Clusters in business research
5.3 Cluster lists
5.4 Categorization of clusters
5.5 Clusters in context
5.6 Summary
References
6 Interpersonal language
6.1 The transactional/relational linguistic distinction
6.2 Pronouns
6.3 Backchannels
6.4 Vague language
6.5 Hedges
6.6 Deontic modality
6.7 Summary
References
7 Interpersonal creativity: Problem, issue, if, and metaphors and idioms
7.1 Problem and issue
7.2 If
7.3 Metaphors and idioms
7.4 Summary
References
8 Turn,-taking: Power and constraint
8.1 Turn-taking in internal meetings
8.2 Turn-taking in external meetings
8.3 Summary
References
9 Teaching and learning implications
9.1 Who is the learner?
9.2 Teaching materials: What do they teach?
9.3 How can a corpus such as CANBEC be exploited?
9.4 Summary
References
Appendix
Index
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