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both Chinese EFL learners and natives. Other types of RMs are used muchless by natives; different from this, the compression reformulation markers account foralmost one third of the total number of RMs in WECCL
(3) Compared with natives, RMs overused by Chinese EFL learners contain in aword, to sum up, for example, in conclusion, that is to say, to conclude, in one word, inshort, in brief, even worse, worse still, in other words and for instance. Theunder-produced items are i.e., e.g. and namely.
(4) Both Chinese EFL learners and natives tend to put most of the RMs in theinitial position of sentences. Other markers includes such as, I mean, i.e., or rather andnamely are all put in the medial position by natives; conversely, their positions inWECCL are indefinite, since hey are found in both medial and final positions.
(5) Some syntactic errors are found in WECCL when RMs are used. These errorsinclude: for example, for instance and such as are used together with and so on, etc.and and so forth; such as, which can only be used to introduce noun phrases or gerunds,is found to introduce sentences by Chinese EFL learners; when introducing nounphrases, for example, for instance and such as are put in the initial position ofsentences; when introducing sentences, for example, for instance and that is are usedas conjunctions to relate two independent sentences.

References
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[2] Biber, D., Conrad, S. & Rappen, R. 2000. Corpus Linguistics: InvestigatingLanguage and Use [M]. Beijing: Foreign Language Teaching and Research Press.
[3] Blakemore, D. 1987. Semantic Constraints on Relevance [M]. London:Basil-Blackwell.
[4] Blakemore, D. 1992. Understanding Utterances [M]. Oxford: Blackwell.
[5] Blakemore, D. 1993. The relevance of reformulations [J]. Language and Literature2(2): 101-120.
[6] Blakemore, D. 1996. Are apposition markers discourse markers? [J]. CambridgeUniversity Press 32, 325-347.
[7] Blakemore, D. 2002. Relevance and Linguistic Meaning: the Semantics andPragmatics of Discourse Markers [M]. Cambridge: Cambridge University Press.
[8] Blakemore, D. 2007. ‘Or’-parentheticals, ‘that is’-parentheticals and thepragmatics of reformulation [J]. Linguistics 43, 311-319
.[9] Corder, S.P. 1967. The significance of learners’ errors [J]. International Review ofApplied Linguistics: 5 (4): 161-170.
[10] Cuenca, M. 2003. Two ways to reformulate: A contrastive analysis ofreformulation markers [J]. Journal of Pragmatics 35 (7): 1069-1093.

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