首页 >  硕士论文 > 英语硕士论文 >   正文

英语硕士论文:我国非英语专业大学生议论文中主位及主位推进模式的实证研究

添加时间:2017-04-05 19:52:45   浏览:次   作者: www.dxlwwang.com
专业论文资料, 搜索论文发表论文代写论文网为你解忧愁!详情请咨询我们客服。
获取免费的论文资料? 欢迎您,提交你的论文要求,获取免费的帮助

Chapter One  Introduction 

 
1.1   Background of the Study
Theme  (T) and thematic progression (TP) is a major aspect of “how speakers construct their messages in a way which makes them fit smoothly into the unfolding language event”. (Thompson, 2004: 141) What comes first (i.e. in the  Theme position) in an English clause is vital  for  how  readers  view  the  text  as  a  message  because  the  given  material  or  material recoverable  from  the  preceding  text  will  be  in  the  Theme,  while  the  new  information  and comments  about  it  will  be  in  the  Rheme.  Therefore,  in  order  to  produce  coherent  writing, students are required to master the skill of assigning information in their clauses correctly to either  Theme  or  Rheme.  Unfortunately,  as  constituents  of  coherence,  Theme  and  thematic progression have been neglected in linguistic  studies  applied to teaching. EFL teachers and learners  mostly  focused  on  intraclausal  grammatical  errors  rather  than  on  discourse-level errors. Even with problems in relation to coherence, attention is only laid on cohesive devices such  as  discourse  markers,  substitution  and  repetition  devices  instead  of  information organization  like  Theme-Rheme  development.  Problems  with  thematization  are  not traditionally a priority in English classes.  Until the end of twentieth century, research interest in the studies of Theme and thematic progression  in  learner  language  gained  popularity.  A  majority  of  studies  focused  on  the improper  use  of  Theme  and  thematic  progression  in  non-native  speakers’  English  writing. Empirical  studies  found  that  German  students’  English  writing  unravel  their  problem  of organizing  information  especially  the  placement  of  new  and  noteworthy  elements.  In Swedish advanced learners’ English writing, multiple Themes are overused remarkably.  
........
 
1.2   Significance of the Study 
The main contribution of this study can be summarized from the following aspects.  Firstly, the innovative characteristic of this study lies in that by investigating thematic structure and thematic progression patterns in English argumentation written by both Chinese college  students  and  native  English  speakers,  the  discrepancies  between  EFL  learners  and native speakers in T/TP are explored, which fills the research gap and enriches contrastive analysis of T/TP.  Secondly,  analyzing  reasons  for  thematization  problems  in  Chinese  college  students’ writing can cast light on some suggestions for improving the writing quality of argumentation from the perspective of T/TP both for students and teachers since the study itself presents a relatively full account of features of T/TP used by Chinese college students.  Lastly, the  sample  compositions  in  this  study,  amounting  to  67,028 word  tokens,  are collected  in  two  authoritative corpora.  In  this  way,  both  quantity  and  quality  of  data  are guaranteed to provide relatively reliable research results. 
.........
 
Chapter Two   Literature Review 
 
This  chapter  includes  three  sections.  Firstly,  it  gives  a  general  review  of  Theme  and Rheme,  including  definitions  of  Theme  and  Rheme,  the  classification  of  Theme  and markedness  of  Theme. Then it elaborates  on  the  definitions,  classification  and  functions  of thematic  progression.  Finally,  a  summary  of  the  previous  related  studies  of  Theme  and thematic  progression  is  made  to  identify  the  gap  in  the  previous  literature  for  the  present study. 
 
2.1  Theme  and Rheme 
The notion of ‘Theme’ and ‘Rheme’ has been extensively dealt with in linguistics during last  decades  and  it  was  first  put  forward  by  Weil  who  demonstrated  the  structural  division within  the  clause:  a  point  of  departure  and  enunciation.  The  point  of  departure  and enunciation of the clause are known today by a host of names including topic and comment, topic and focus, topic and dominance  as  well  as Theme and Rheme. Theme and Rheme is a pair of concepts firstly adopted by a pioneer of the Prague School, Mathesius. He brings the notion of the Theme and Rheme with the aim of exploring the different roles that different parts  of  sentences  have  played.  His  definition  of  Theme  and  Rheme  pays  attention  to  the distribution of different parts in a sentence. Representatives of systematic functional grammar, Halliday and Matthiessen, accept the concepts  of  Theme  and  Rheme. However, there is  a significant difference in the way Theme is understood in the Prague school and Hallidayan approaches. Theme can be referred to as either aboutness or starting point. More specifically, scholars of Prague school treat  the  Theme as aboutness.  Regardless  of  its  position  in  the clause,  Theme  relates  to  the  subject  of  the  sentence  and  proceed  the  discourse.  While, scholars of systematic functional grammar consider the Theme to be the initial element of the utterance. Theme is position-bound and always accompanied by a Rheme.  
........
 
2.2  Thematic  Progression
This  section  defines  the  concept  of  thematic  progression  and  presents  the  types  of thematic progression patterns.Each utterance has its own Theme and Rheme. But when it exists alone, the Theme and Rheme won’t change and develop. Once the text unfolds, the Themes interact with each other and with Rhemes of preceding clauses in various ways. Then, the progression between the successive Themes and Rhemes can be defined as thematic progression (TP).  F. Dane? is the first scholar who makes great contribution to the development of TP.  As early as 1974, he used the term thematic progression to refer to the way Themes interact with each other and with Rhemes in order to establish continuity in discourse and to organize the text. In other words, thematic progression concerns where Theme comes from and how it  is connected with other Themes and Rhemes in the text. From this point, thematic progression, the skeleton of the plot, serves as an effective way to decode how a text proceeds. It enables readers to discover the general ideas of a given text as well as make clear the main points and their distribution.   
.......  
 
Chapter Three  Resear ch Methodology ............ 21 
3.1   Research Questions ......... 21 
3.2   Research Instruments ....... 22 
3.3   Data Collection ..... 22 
3.4   Data Annotation and Processing ........... 25 
3.5   Sample Analysis .... 26 
Chapter Four   Results and Discussion ............. 31 
4.1   Similarities and Differences in the Adoption of Themes ....... 31
4.2   Similarities and Differences in Thematic Progression Patterns ........ 46
4.3   Thematization Problems and Potential Reasons .......... 52 
Chapter Five   Conclusion ............. 58 
5.1   Major Findings ..... 58 
5.2   Implications .......... 61 
5.3   Limitations ........... 61 
5.4   Suggestions for Future Study ...... 62 
 
Chapter Four   Results and Discussion  
 
After the analysis of Themes and thematic progression patterns in English compositions written by Chinese non-English majors and native British students, in this chapter the author provides answers to the  research questions. To start with, similarities and differences in the adoption  of  Themes  and  thematic  progression  patterns  are  illustrated,  simultaneously accompanied  by  a  discussion  about  the  characteristics  of  improper  use  of  Themes  and thematic  progression  patterns  in  Chinese  students’  compositions.  Besides,  this  chapter analyzes possible reasons accounting for Chinese college  students’ improper use of Themes and thematic progression patterns.  
 
4.1  Similarities  and Differences in the Adoption of Themes 
The  comparison  of  Themes  used  in  Chinese  students’  and  British  students’  English argumentative  essays  is  mainly  from  the  perspective  of  different  Theme  types.  In  this section,  the  author  makes  a  summary  of  the  similarities  and  differences  in  the  adoption  of simple Themes and multiple Themes, textual Themes and interpersonal Themes, subjective interpersonal  metaphors  and  objective  interpersonal  metaphors, as  well  as  marked  Themes and unmarked Themes. The  comparison  of  simple  Theme  and  multiple  Theme  selection  reveals  a  higher frequency of multiple Themes in both  Chinese students’ and  British  students’ argumentative writing.  Table 4.1 and Figure 4.1 show the numbers and  percentages  of simple Themes and multiple Themes in both Chinese and British students’ English argumentation.   
\
.......
 
Conclusion 
 
Based  on  the  theoretical  framework  of  Theme  and  thematic  progression  theory,  a contrastive  study  on  thematic  structure  and  thematic  progression  patterns  of  Chinese  and British  students’  English  argumentation  is  conducted,  aiming  to  reveal  the  similarities  and differences in the adoption of Themes and thematic progression patterns, accompanied by a discussion about the characteristics of the  improper use of Themes and thematic progression patterns  in  Chinese  students’  compositions  and  their  possible  reasons.  This  chapter  is  the conclusive part of the whole study, in which the author firstly summarizes the major findings of  the  contrastive  study  and  then  brings  up  the  implications  for  both  English  teaching  and learning. At  last, limitations of  the present study and some suggestions for further study  are proposed.  
.........
The reference (omitted)

提供海量毕业论文,论文格式,论文格式范文,留学生论文,商务报告相关资料检索服务。
本论文由代写论文网整理提供 http://www.dxlwwang.com/
需要专业的学术论文资料,请联系我们客服
本文地址:http://www.dxlwwang.com/yingyu/5771.html
论文关键字:英语硕士论文 主位推进模式 议论文写作 母语影响