000754269 000__ 05520cam\a2200517Mi\4500
000754269 001__ 754269
000754269 005__ 20230306141659.0
000754269 006__ m\\\\\o\\d\\\\\\\\
000754269 007__ cr\nn\nnnunnun
000754269 008__ 151217s2016\\\\si\\\\\\o\\\\\000\0\eng\d
000754269 019__ $$a933442863$$a935251369
000754269 020__ $$a9789811002540
000754269 020__ $$a9811002541
000754269 020__ $$z9811002533
000754269 0247_ $$a10.1007/978-981-10-0254-0$$2doi
000754269 035__ $$aSP(OCoLC)ocn945117039
000754269 035__ $$aSP(OCoLC)945117039$$z(OCoLC)933442863$$z(OCoLC)935251369
000754269 040__ $$aSNK$$beng$$cSNK$$dOCLCO$$dOCLCF$$dIDEBK$$dYDXCP$$dNUI$$dN$T$$dEBLCP
000754269 049__ $$aISEA
000754269 050_4 $$aP129-138.7222
000754269 08204 $$a410$$223
000754269 1001_ $$aWei, Jing.$$eauthor.
000754269 24510 $$aTheme and Thematic Progression in Chinese College Studentsℓ́ℓ English Essays$$h[electronic resource] /$$cby Jing Wei.
000754269 250__ $$a1st ed. 2016.
000754269 264_1 $$aSingapore :$$bSpringer Singapore :$$bImprint: Springer,$$c2016.
000754269 300__ $$a1 online resource (xv, 191 pages) :$$billustrations.
000754269 336__ $$atext$$btxt$$2rdacontent
000754269 337__ $$acomputer$$bc$$2rdamedia
000754269 338__ $$aonline resource$$bcr$$2rdacarrier
000754269 347__ $$atext file$$bPDF$$2rda
000754269 5050_ $$aForeword; Acknowledgements; Contents; Abbreviations; 1 Introduction; 1.1 Purpose of the Study and Research Questions; 1.2 Significance of the Study; 1.3 Organization of the Study; 1.4 A Note on Terminology; References; 2 Literature Review; 2.1 T/TP and Coherence in English Writing; 2.1.1 Defining Coherence; 2.1.2 T/TP as Means to Achieve Coherence; 2.2 T/TP in EFL/ESL Writing; 2.2.1 T/TP and Coherence in EFL/ESL Writing; 2.2.2 T/TP in EFL/ESL Writing as Compared to NS Writing; 2.3 T/TP in English Research Articles by NNES Scholars; 2.4 The Factors that Influence T/TP in EFL/ESL Writing
000754269 5058_ $$a2.5 Instruction in T/TP2.6 Summary; References; 3 Theoretical Background; 3.1 Systemic Functional Grammar; 3.1.1 Five Dimensions of Language as a Semiotic System; 3.1.2 Three Metafunctions of Language as a Functional System; 3.1.3 Three Lines of Meaning from Metafunctions; 3.2 Theme and Thematic Progression; 3.2.1 Theme; 3.2.1.1 Theme and Rheme; 3.2.1.2 Topical, Textual, and Interpersonal Themes; 3.2.1.3 Marked Themes; 3.2.2 Thematic Progression; 3.2.2.1 Thematic Progression Patterns; 3.2.2.2 Determining Thematic Progression; 3.2.2.3 Themes that do not Form Progression; References
000754269 5058_ $$a4 Research Design4.1 The Participants and the Educational Context; 4.1.1 Background of the Participants and the Participating School; 4.1.2 The Allocation of Participants to the Instruction; 4.1.3 The Sample Size; 4.1.4 The Pilot Study; 4.2 The Interventional Procedures; 4.3 The Questionnaire; 4.4 The Instruction; 4.4.1 Considerations Behind the Instruction; 4.4.2 The Instructional Materials; 4.4.3 The Role of the Researcher as the Trainer; 4.5 Data Analysis; 4.5.1 Analysis of the Essays; 4.5.1.1 Unit of Analysis: T-Unit; 4.5.1.2 Division of Theme and Rheme
000754269 5058_ $$a4.5.1.3 Identification of Theme and Thematic Progression4.5.1.4 Qualitative Analysis; 4.5.1.5 Procedures; 4.5.2 Analysis of the Questionnaire; 4.6 Ethical Considerations; 4.6.1 Informed Consent; 4.6.2 Anonymity; 4.6.3 Harm; References; 5 Results and Analysis of Pre-essays; 5.1 Themes; 5.1.1 Topical, Textual, and Interpersonal Themes; 5.1.2 Topical Themes: Marked and Unmarked Themes; 5.1.3 Textual Themes: Continuatives, Conjunctions, and Conjunctive Adjuncts; 5.1.4 Interpersonal Themes; 5.2 Thematic Progression; 5.2.1 Linear, Constant, Summative, and Split Progressions
000754269 5058_ $$a5.2.2 Back, Contextual, and New Themes5.3 Summary; References; 6 Results and Analysis of Post-essays; 6.1 Themes; 6.1.1 Topical, Textual, and Interpersonal Themes; 6.1.2 Topical Themes: Marked and Unmarked Themes; 6.1.3 Textual Themes: Continuatives, Conjunctions, and Conjunctive Adjuncts; 6.1.4 Interpersonal Themes; 6.2 Thematic Progression; 6.2.1 Linear, Constant, Summative, and Split Progressions; 6.2.2 Back, Contextual, and New Themes; 6.3 Summary; 7 Results and Analysis of Pre- and Post-essays; 7.1 Themes; 7.1.1 Topical, Textual, and Interpersonal Themes
000754269 506__ $$aAccess limited to authorized users.
000754269 520__ $$aThis book focuses on how instruction affects English learnersℓ́ℓ use of Theme and thematic progression (thematic organization). While thematic organization in learner English has been extensively studied, little research has been done to investigate the effects of instruction on the use of Theme and thematic progression. Adopting a Systemic Functional Grammar approach, this study explores how a ten-week instruction on thematic organization affects Chinese college studentsℓ́ℓ use of Theme and thematic progression by comparing their English essays before and after the instruction, with native-speaker essays as the research baseline. Second-language acquisition researchers, curriculum developers and foreign language teachers will find this book useful as it not only presents a clear and detailed report of how Chinese college students learn to make better thematic choices, but also provides a well-developed instructional package on Theme and thematic progression.
000754269 650_0 $$aLinguistics.
000754269 650_0 $$aApplied linguistics.
000754269 650_0 $$aPhilology.
000754269 650_0 $$aLanguage and education.
000754269 77608 $$iPrint version:$$z9789811002533
000754269 852__ $$bebk
000754269 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-10-0254-0$$zOnline Access$$91397441.1
000754269 909CO $$ooai:library.usi.edu:754269$$pGLOBAL_SET
000754269 980__ $$aEBOOK
000754269 980__ $$aBIB
000754269 982__ $$aEbook
000754269 983__ $$aOnline
000754269 994__ $$a92$$bISE