蔡君梅的这本《认知标记性和语言类型迁移(英文版)》在全面综述母语迁移理论，汉、英语言类型特征，汉英中介语的显性主题突显特征和隐性主题突显特征，标记性理论的基础上，以初、中、高三个级别英语学习者为调查对象，采用问卷和写作任务的调查方法，通过SPSS，EXCEL等系统多样的统计方法，探讨了心理认知标记性对认知可迁移性的影响以及对实际英文写作的影响。

蔡君梅的这本《认知标记性和语言类型迁移(英文版)》运用认知标记理论解释语言迁移的实证性研究结果。在综述语言迁移理论、汉英语言类型特征的基础上，结合标记性理论，分析了心理标记性对中国初、中、高级英语学习者在主题突显的隐性迁移和显性迁移中的影响和作用。《认知标记性和语言类型迁移(英文版)》的研究结果对课堂教学和教材的编写皆有启示。

Chapter 1 Introduction

 1.1 Interlanguage Research

 1.2 Transfer in CEI and Research Questions

 1.3 Research Significance

 1.4 General Organization of the Dissertation

Chapter 2 Typological Studies on TP Languages

 2.1 A General View on Typology

 2.2 Typological Studies on Chinese

2.2.1 Typological Difference between Chinesc and English

2.2.2 Topic: in Chinese vs. Subject in English

2.2.3 Characteristics of Chinese as a TP Language

 2.3 Typological Studies on Chinese-English Interlanguage

2.3.1 TP Features in CEI at Different Levels

2.3.1.1 TP Features in CEI at the Syntactic Level

2.3.1.2 TP Features in CEI at the Contextual Level

2.3.1.3 Summary

2.3.2 TP Transfer in CEI with Different Markedness

2.3.2.1 Explicit TP Transfer

2.3.2.2 Implicit TP Transfer

 2.4 Summary

Chapter 3 Transfer and Markedness

 3.1 Cognitive Accounts on rrransfer

3.1.1 The Behaviorist View

3.1.2 The Mentalist View

3.1.3 Current Cognitive Views

 3.2 Markedness in Second Language Acquisition

3.2.1 Development of Markedness Theories in Linguistics

3.2.2 Markedness 'rheories in Language Transfer

3.2.2. I The Application of Linguistic Markedness in Transfer

3.2.2.2 The Application of Cognitive Markedness in Transfer

 3.3 A Cognitive Markedness Model in TP Transfer Analysis

3.3.1 Markedness and TP Transferability

3.3.1.1 Markedness

3.3.1.2 Transferability of TP Features

3.3.2 Psychotypicality and Psychotypology

3.3.2.1 Psychotypicality in TP Transfer

3.3.2.2 Psychotypology in TP Transfer

3.3. 3 Transfer and Proficiency

 3.4 Summary

Chapter 4 Methodology

 4.1 Research Subjects

 4.2 Experimental Tools

4.2.1 Questionnaire

4.2.1.1 Questionnaire Design

4.2.1.2 Questionnaire Structure

4.2.1.3 Questionnaire Reliability and Validity

4.2.2 Elicited Writing

 4.3 Data Collection

 4.4 Data Analysis

 4.5 Summary

Chapter 5 A Cognitive Markedness Model on TP Transfer

 5.1 Proficiency on TP Transfer Development

5.1.1 Proficiency as a Reliable Variable

5.1.2 An Overview

5.1.3 Specific Examinations

5.1.3.1 Proficiency and Perceived Markedness

5.1.3.2 Proficiency and Perceived Chinese-English Distance

5.1.3.3 Proficiency and Perceived Transferability

5.1.3.4 Proficiency and Performance in CEI Writings

5.1.4 Discussion

 5.2 A Cognitive Markedness Account on TP Transferability

5.2.1 An Overview

5.2.2 Specific Examinations

5.2.2.1 Psycho-typicality on TP Transferability

5.2.2.2 Psycho-typology on TP Transferability

5.2.2.3 Discussion

 5.3 TP Transferability on TP Transfer Performance

 5.4 Summary

Chapter 6 Conclusion

 6.1 Summary of Findings

 6.2 Implications

6.2.1 Theoretical Implications

6.2.2 Pedagogical Implications

 6.3 Further Research in Prospect

Bibliography

Appendixes

Acknowledgments