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 and
foreign 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.
