目次
1 Introduction
2 Literature review
3 Study 1:Junior high students’ recognition of the appropriateness of function‐chain structures
4 Study 2:The recognition of the appropriateness of actual utterances by junior high students at two proficiency levels
5 Study 3(Analysis 1):The recognition of the appropriateness of actual utterances by junior high students,university students,and native speakers of English
6 Study 3(Analysis 2):The acquisition of English function‐chains viewed qualitatively
7 Conclusions and remaining problems