Theme and thematic progression in learner English: a literature review

Tema y progresión temática en el aprendiz de inglés: una revisión literaria

Authors

  • Jing Wei Southwest University, Chongqing, PR China

Keywords:

aprendiz de inglés, Tema, progresión temática (es).

Keywords:

Theme, Thematic Progression, learner English (en).

Downloads

Abstract (en)

Theme and thematic progression in learner English has been studied extensively. This paper reviews the literature of Theme and thematic progression in learner English. Related articles appearing in the international journals from 1994 to 2013 are gathered and analyzed so that the following four questions can be answered: (i) How can Theme and thematic progression improve coherence in learner English output? (ii) How do English learners deviate from English native speakers in Theme and thematic progression in their output? (iii) What factors contribute to English learners’ deviation in use of Theme and thematic progression? (iv) How can instruction in Theme and thematic progression improve English learners’ use of Theme and thematic progression? Observations are also provided. This review not only provides a synthesis of the related literature in Theme and thematic progression, but also points to issues that could be further addressed in this research area.

Abstract (es)

Tema y progression temática en el aprendiz de inglés ha sido estudiado de manera extensiva. Este artículo revisa la bibliografía del Tema y progresión temática en el aprendiz de inglés. Artículos relacionados que han sido publicados en revistas internacionales desde 1994 hasta 2013 fueron recolectados y analizados para que estas preguntas puedan ser respondidas: (i) ¿Cómo puede el Tema y la progresión temática mejorar la coherencia en el resultado del aprendiz de inglés? (ii) ¿Cómo pueden apartarse los aprendices de inglés de los hablantes nativos de inglés en el Tema y progresión temática en sus resultados? (iii) ¿Qué factores contribuyen a la desviación de los aprendices de inglés que utilizan Tema y progresión temática? (iv) ¿Cómo las instrucciones en Tema y progresión temática mejorar el uso de Tema y progresión temática en los aprendices de inglés? Esta revisión no solo muestra una síntesis de la bibliografía relacionada con Tema y progresión temática, sino que también señala asuntos que podrían ser abordados en esta área de investigación.

Author Biography

Jing Wei, Southwest University, Chongqing, PR China

Wei Jing, lecturer and PhD candidate in School of Foreign Languages in Southwest University, Chongqing, China.

Research areas: second langauge acquisition; language teacher development

References

Belmonte, I.A. & McCabe-Hidalgo, A. (1998). Theme-Rheme patterns in L2 writing. Didáctica, 10, 13-31.

Bloor, M., & Bloor, T. (1992). Given and new information in the thematic organization of text: An application to the teaching of academic writing. Occasional Papers in Systemic Linguistics, 6(1), 33-43.

Bohnacker, Ute & Christina Ros´en. (2008). The clause-initial position in L2 German declaratives: Transfer of information structure. Studies in Second Language Acquisition, 30(4), 511–538.

Bohnacker, Ute. (2010). The clause-initial position in L2 Swedish declaratives: Word order variation and discourse pragmatics. In Ute Bohnacker & Marit Westergaard (eds.), The Nordic Languages and Second Language Acquisition Theory, special issue of Nordic Journal of Linguistics, 33(2), 105–143.

Cai, J. T. (1998). The influence of Chinese topic-prominent features on Chinese EFL learners' compositions. Foreign Language Teaching and Research, 4, 17-21.

Chen, X. (2010). Discourse-grammatical features in L2 speech: A corpus-based contrastive study of Chinese advanced learners and native speakers of English. (Unpublished doctoral dissertation). City University of Hong Kong, Hong Kong.

Cheng, X.T. (2002). Cohesion and coherence in English compositions. Journal of School of Foreign Languages Shandong Teachers’ University, 2(11), 94-98.

Cheng, F.W. (2008). Scaffolding language, scaffolding writing: A genre approach to teaching narrative writing. The Asian EFL Journal, 10(2), 167-191.

Christie, F. & Dreyfus, S. (2007). Letting the secret out: Successful writing in secondary English. Australian Journal of Language and Literacy, 30(3), 235-247.

Cummings, M. (2003). “The role of Theme and Rheme in contrasting methods of organization of texts.” In Butler, C. (Eds.) Dynamics of Language Use: Functional and Contrastive Perspectives (129-154). Amsterdam/Philadelphia: John Benjamins.

Danes, F. (1974). Functional sentence perspective and the organisation of the text. In F. Danes (Ed.), Papers on functional sentence perspective (106–128).Prague: Academia.

Ebrahimi, S.F. & Khedri, M. (2011). Thematicity in research article abstracts: A cross-disciplinary study. Educational Quest, 2(3), 287-292.

Ebrahimi, S. F. & Ebrahimi S. J. (2012 a). Information development in EFL students composition writing. Advances in Asian Social Science, 1(2), 212-217.

Ebrahimi, S. F. & Ebrahimi S. J. (2012 b). Markedness in writing: A case of EFL students. Theory and Practice in Language Studies, 2(4), 773-777.

Gao W.Y. (2012). Nominalization in Medical Papers: A Comparative Study. Studies in Literature and Language, 4(1), 86-93.

Gosden, H. (1993). Discourse functions of subject in scientific research articles. Applied Linguistics, 14(1), 56-75.

Green, C.F., Christopher, E.R. & Lam K.M. (2000).The incidence and effects on coherence of marked themes in interlanguage texts: a corpus-based enquiry. English for Specific Purposes,19,99-113.

Halliday, M.A.K. (2000). An Introduction to Functional Grammar. Beijing: Foreign Language Teaching and Research Press.

Hasselgård, H. (2009 a). Temporal and spatial structuring in English and Norwegian student essays. In R. Bowen, M. Moberg & S. Ohlander (Eds.), Corpora and discourse – and stuff. Papers in honour of Karin Aijmer (93-104). Göteborg: Acta Universitatis Gothoburgensis.

Hasselgård, H. (2009 b). Thematic choice and expressions of stance in English argumentative texts by Norwegian learners. In K. Aijmer (Ed.), Corpora and language teaching (121-139). Amsterdam/Philadelphia: John Benjamins.

Hawes, T. & Thomas, S. (2012). Theme choice in EAP and media language. Journal of English for Academic Purposes, 11, 175–183.

Herriman, J. (2011). Themes and theme progression in Swedish advanced learners‟ writing in English. Nordic Journal of English Studies, 10, 1-28.

Ho, D. G. E. (2009). Systemic text analysis in the ESL writing classroom: Does it work? RELC Journal, 40(3), 333-359.

Hu H.Y. (2008). On textual cohesion in Chinese students’ English writing. Journal of Zhejiang Normal University (Social Science), 33(3), 113-116.

Jalilifar, A. (2009). Thematic development in English and translated academic texts. Journal of Language & Translation, 10(1), 81-111.

Jalilifar, A. (2010a). Thematization in EFL students’ composition writing and its relation to academic experience. RELC Journal, 41(1), 31-45.

Jalilifar, A. R. (2010b). The status of Theme in applied linguistics articles. Asian ESP Journal, (2), 7-39.

Liu J.X. & Liu L. (2013). An Empirical Study on the Application of Theme Theory in the Field of Writing Pedagogy, English Language Teaching, 6(5), 117-128.

Lores, R. (2004). On RA abstracts: from rhetorical structure to thematic organization. English for Specific Purposes, 23(3), 280-302.

Lu, A. (2013). A Functional Grammar Approach to Analysing Asian Students’ Writing. American Journal of Educational Research, 1(2), 49-57.

Ma J. (2001). Thematic progression, cohesive devices and coherence in English writing-- Analysis of CET-4 and CET-6 writing papers. Foreign Language Education, 22(5), 45-50.

Martinez, I. A. (2003). Aspects of theme in the method and discussion sections of biology journals in English. Journal of English for Academic Purposes, 2(2), 103-123.

Medve, V. B. & Takač, V. P. (2013). The Influence of Cohesion and Coherence on Text Quality: A Cross-Linguistic Study of Foreign Language Learners’ Written Production. In Ewa Piechurska-Kuciel & Elżbieta Szymańska-Czaplak (Eds.), Language in Cognition and Affect (111-131). Berlin: Springer.

Mellos, V. D. (2011). Coherence in English as a second language undergraduate writing: A Theme-Rheme analysis. (Master’s Thesis). Retrieved from San Diego State University Library & Information Access. http://sdsu-dspace.calstate.edu/handle/10211.10/1287.

North, S. (2005). Disciplinary Variation in the Use of Theme in Undergraduate Essays. Applied Linguistics, 26 (3): 431-452.

Qian Y., Andrés Ramírez, J. & Harman R. (2007). EFL Chinese students and high stakes expository writing: A Theme analysis. Colombian Applied Linguistics Journal, 9, 99-125.

Rørvik, S. (2012). Thematic progression in learner language. In Hoffmann, S., Rayson, P. & Leech G. (Eds.) English Corpus Linguistics: Looking back, Moving forward (165-177). Amsterdam: Rodopi.

Ventola, E.(1994). Finnish writers’ academic English: Problems with reference and theme. Functions of Language, 1(2), 261-293.

Wang, L. (2007). Theme and rheme in the thematic organization of text: Implications for teaching academic writing. Asian EFL Journal, 9(1), 164-176.

Wang X.W. (2010). TP pattern and coherence in English writing—Analysis of TEM-4 writing papers. Foreign Language Research, 2, 103-106.

Wei J. (2013 a). Corpus-based research on the development of Theme choices in Chinese learners’ English speech. Journal of Education and Practice, 4(16), 38-45.

Wei J. (2013 b). Corpus-based research on Topical Theme choices in Chinese and Swedish English learners’ English writings. Theory and Practice in Language Studies, 3(12). Forthcoming.

Zhang Y.H. (2004). Thematic progression and coherence in writing. Foreign Language Learning Theory and Practice, 2, 47-50.

How to Cite

APA

Wei, J. (2014). Theme and thematic progression in learner English: a literature review. Colombian Applied Linguistics Journal, 16(1), 67–80. https://doi.org/10.14483/udistrital.jour.calj.2014.1.a06

ACM

[1]
Wei, J. 2014. Theme and thematic progression in learner English: a literature review. Colombian Applied Linguistics Journal. 16, 1 (Jan. 2014), 67–80. DOI:https://doi.org/10.14483/udistrital.jour.calj.2014.1.a06.

ACS

(1)
Wei, J. Theme and thematic progression in learner English: a literature review. Colomb. appl. linguist. j 2014, 16, 67-80.

ABNT

WEI, Jing. Theme and thematic progression in learner English: a literature review. Colombian Applied Linguistics Journal, [S. l.], v. 16, n. 1, p. 67–80, 2014. DOI: 10.14483/udistrital.jour.calj.2014.1.a06. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/5044. Acesso em: 12 jun. 2024.

Chicago

Wei, Jing. 2014. “Theme and thematic progression in learner English: a literature review”. Colombian Applied Linguistics Journal 16 (1):67-80. https://doi.org/10.14483/udistrital.jour.calj.2014.1.a06.

Harvard

Wei, J. (2014) “Theme and thematic progression in learner English: a literature review”, Colombian Applied Linguistics Journal, 16(1), pp. 67–80. doi: 10.14483/udistrital.jour.calj.2014.1.a06.

IEEE

[1]
J. Wei, “Theme and thematic progression in learner English: a literature review”, Colomb. appl. linguist. j, vol. 16, no. 1, pp. 67–80, Jan. 2014.

MLA

Wei, Jing. “Theme and thematic progression in learner English: a literature review”. Colombian Applied Linguistics Journal, vol. 16, no. 1, Jan. 2014, pp. 67-80, doi:10.14483/udistrital.jour.calj.2014.1.a06.

Turabian

Wei, Jing. “Theme and thematic progression in learner English: a literature review”. Colombian Applied Linguistics Journal 16, no. 1 (January 1, 2014): 67–80. Accessed June 12, 2024. https://revistas.udistrital.edu.co/index.php/calj/article/view/5044.

Vancouver

1.
Wei J. Theme and thematic progression in learner English: a literature review. Colomb. appl. linguist. j [Internet]. 2014 Jan. 1 [cited 2024 Jun. 12];16(1):67-80. Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/5044

Download Citation

Visitas

2361

Dimensions


PlumX


Downloads

Download data is not yet available.

Metrics

Metrics Loading ...
Loading...