Description
This book focuses on how instruction affects English learners’ 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 students’ 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 andforeign 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.
Table of Contents
Foreword.- Listof abbreviations.- Chapter1 Introduction.- Chapter2 Literature review.- Chapter3 Theoretical background.- Chapter4 Research Design.- Chapter5 Results and analysis of pre-essays.- Chapter6 Results and analysis of post-essays.- Chapter7 Results and analysis of pre- and post- essays.- Chapter8 Results and analysis of the questionnaire.- Chapter9 Discussion.- Chapter10 Conclusion.- Appendix1 Plan for the interventional procedures.- Appendix2: Questionnaire.- Appendix3: Instructional package.- Appendix4: Teachers’ guide to the instruction.- Appendix5: Consent form for the experimentalgroup.- Appendix6: Consent form for the control group.- Appendix7: Consent form for the native speakergroup.
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