한국 대학생의 논증적 영작문에서 테마와 레마 분석
Theme and Rheme Analysis in Korean College Students’ Argumentative Writing in English
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초록
This study investigates the impact of thematic features and thematic progression in English argumentative writing among learners at two different levels of achievement. Recognizing that writing in English is often perceived as one of the most challenging skills to master, this research highlights the critical role of effective thematic choices in constructing persuasive arguments. Using a framework based on Systemic Functional Linguistics, the analysis examines various aspects of themes, including their types, length, function, multiplicity, and prominence. To explore these aspects, data were collected from samples of argumentative essays written by learners classified by their achievement levels. The findings reveal some differences in the use of themes and thematic progression between different achievement groups. Notably, higher-achieving students demonstrated more sophisticated thematic structures and greater coherence in their texts, suggesting a clear link between thematic proficiency and overall writing quality. These insights into learners’ thematic characteristics may inform future instructional approaches aimed at improving argumentative writing skills.
Abstract
This study investigates the impact of thematic features and thematic progression in English argumentative writing among learners at two different levels of achievement. Recognizing that writing in English is often perceived as one of the most challenging skills to master, this research highlights the critical role of effective thematic choices in constructing persuasive arguments. Using a framework based on Systemic Functional Linguistics, the analysis examines various aspects of themes, including their types, length, function, multiplicity, and prominence. To explore these aspects, data were collected from samples of argumentative essays written by learners classified by their achievement levels. The findings reveal some differences in the use of themes and thematic progression between different achievement groups. Notably, higher-achieving students demonstrated more sophisticated thematic structures and greater coherence in their texts, suggesting a clear link between thematic proficiency and overall writing quality. These insights into learners’ thematic characteristics may inform future instructional approaches aimed at improving argumentative writing skills.
참고문헌 (16)
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