Thematic Progression in the Writings of Undergraduate LEP Learners

By Rosniah Mustaffa and Idris Aman.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Thematic progression examines the ways information is developed in a discourse through sentences. This paper analyses the capability of first year undergraduate students, who are categorized as LEP learners, in making use of thematic progression in their essays. 30 narrative essays will be used as data, and for standardization only the first paragraph of each essay (text) will be analyzed using Theme-Rheme Halliday theory. This theory will be explicated briefly. Identification of Thematic progression pattern will be done through analysis of sentences. It is hoped that this analysis can determine the level of the thematic progression used. The analysis will disregard the grammatical errors made in the essays.

Keywords: Thematic Progression, LEP Learners, Theme-Rheme Halliday Theory

The International Journal of Learning, Volume 14, Issue 9, pp.67-82. Article: Print (Spiral Bound). Article: Electronic (PDF File; 784.503KB).

Assoc. Prof. Rosniah Mustaffa

Universiti Kebangsaan Malaysia, Malaysia

Rosniah Mustaffa, Ph.D is a senior lecturer at the School of Language Studies and Linguistics, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Malaysia. Her areas of specializations are English Language Studies and Language in Society. She obtained her BA in English from Western Illinois University, MA in TESL from Northern Arizona University and and her Ph.D from University Malaya, Malaysia. She enjoys working with students who are less proficient in English and writes books catered for them.

Assoc. Prof. Idris Aman

Universiti Kebangsaan Malaysia, Malaysia

Idris Aman, Ph.D is an Associate Professor at the The School of Language Studies and Linguistics, Universiti Kebangsaan Malaysia. His areas of specializations are Discourse Analysis and Sociolinguistics.


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