Textual Metafucntion in Korean English Learners' Writings
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초록
The current study aims to explore the textual metafunction in Korean English learners’ writings by examining the Theme choices and the patterns of the Thematic progression in the writings in two different proficiency levels. The analysis of the Theme and Thematic progression can be a useful tool to analyze the writings in that they characterize English learners’ writings based on the linguistic choices they have made. Moreover, it is useful because the writings are examined not just on a structure of a sentence level but on the linguistic resources that writers use to communicate in a larger discourse level. As a result, the present study has found that the high and the low level learners have difficulties in employing nominalization and existential there in the Theme position of a clause. The utilization of the multiple Theme in both groups does not indicate meaningful difference between the two groups. The employment of markedness of Theme, however, demonstrates a slight difference between the two levels. In terms of Thematic progression, the three typical types of Thematic progression have been found in the study: linear Thematic progression, Thematic progression with constant Theme, and multiple-Rheme. Besides these patterns, there are some problematic patterns found in the writings that coincide with the previous research.
Abstract
The current study aims to explore the textual metafunction in Korean English learners’ writings by examining the Theme choices and the patterns of the Thematic progression in the writings in two different proficiency levels. The analysis of the Theme and Thematic progression can be a useful tool to analyze the writings in that they characterize English learners’ writings based on the linguistic choices they have made. Moreover, it is useful because the writings are examined not just on a structure of a sentence level but on the linguistic resources that writers use to communicate in a larger discourse level. As a result, the present study has found that the high and the low level learners have difficulties in employing nominalization and existential there in the Theme position of a clause. The utilization of the multiple Theme in both groups does not indicate meaningful difference between the two groups. The employment of markedness of Theme, however, demonstrates a slight difference between the two levels. In terms of Thematic progression, the three typical types of Thematic progression have been found in the study: linear Thematic progression, Thematic progression with constant Theme, and multiple-Rheme. Besides these patterns, there are some problematic patterns found in the writings that coincide with the previous research.
참고문헌 (28)
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