Textual Function of Presupposition in Business Letter Discourse

2017 ◽  
Vol 7 (1) ◽  
pp. 35
Author(s):  
Yu Chunmei
Keyword(s):  
Foreign Trade ◽  
Qualitative Method ◽  
Thematic Progression ◽  
Lexical Items ◽  
Presupposition Triggers ◽  
Progression Patterns

Presupposition refers to what is assumed by the speaker when uttering a specific sentence, usually realized by the useof particular lexical items and/or linguistic constructions which are known as presupposition triggers, is an evitablerequirement for interpretation of the utterance. Based on the theme-rheme theory and thematic progression patternssuggested by Hu Zhuanglin and Zhu Yongsheng, the author adopts qualitative method to make an analysis of thetextual function of presupposition which is realized by serving as themes in clauses, helping to construct differentthematic progression patterns and transmitting information in business letter discourse. Presupposition helps toconstruct four main thematic progression patterns in business letter discourse, which can be conclude as T1→T2 (thesame theme), R1→R2 (the same rheme), R1→T2 (the rheme or part of the rheme in the previous clause becomes thetheme of the next clause) and T1+R1=T2 (both the theme and rheme of the preceding clause are encapsulated into anoun phrase functioning as the theme of the frequent clause). The author chose 30 business letters selected from theinternet and several textbooks as the object of research, and they cover almost every stage of foreign trade.

scholarly journals “CONSTANT, ZIG-ZAG LINEAR, OR MULTIPLE?”: THEMATIC PROGRESSION PATTERNS ON EFL STUDENTS’ RECOUNT TEXTS

2020 ◽  
Vol 7 (2) ◽  
pp. 172
Author(s):  
Merina Devira ◽  
Makhroji Makhroji ◽  
Allif Syahputra Bania ◽  
Novia Sari
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
English Language ◽  
English Language Teaching ◽  
Dominant Type ◽  
Linear Pattern ◽  
English Writing ◽  
Thematic Progression ◽  
Efl Students ◽  
Progression Patterns

The main problem faced by EFL students in writing English texts includes the difficulties to produce a cohesive and coherent text that it seems necessary to show how the tools of Theme and Rheme can be used to help construct the students' good English writing. This study aimed to find out the types of thematic progression patterns in each clause of the recount texts written by students and the dominant pattern of thematic progression revealed from the texts. The research design of this study is a qualitative method which employed the study instrument of the students' recount texts at class IX of SMAN 2 Langsa, Aceh. A content analysis approach by using a Theme and Rheme framework generated from a theory of Systemic Functional Linguistics (SFL) was used to analyze the thematic progression patterns on the students' recount texts, which included several steps: reading the student's texts, identifying the theme and rheme of every clause of the student's text, describing the thematic progression patterns of student's text and drawing the thematic progression pattern on student's text. The findings of the analysis indicated that there are three (3) thematic progression patterns found on the students' recount texts: the Theme Constant, the Theme Zig Zag Linear pattern and Theme Multiple patterns. The dominant type of thematic progression patterns constructed by the students into their recount texts was revealed mostly on 123 constant or reiteration patterns (76.8%), followed by zig-zag patterns of 35 times (21.8%)  and 9 times (1.25%) of multiple patterns. The results of this study will be facilitative as the tools for English language teaching and learning classrooms particularly for writing English texts. 

Thematic Progression in Students’ Descriptive Text

2021 ◽  
Vol 2 (3) ◽  
pp. 503-507
Author(s):  
Grace Purba ◽  
Arsen Nahum Pasaribu
Keyword(s):  
Research Design ◽  
Qualitative Method ◽  
Writing Skills ◽  
Theoretical Framework ◽  
Linear Pattern ◽  
Thematic Progression ◽  
Dominant Pattern ◽  
Good Writing ◽  
Level Of Knowledge ◽  
Progression Patterns

A way for developing good writing skills is by using thematic progression. It can help students improve their writing abilities. Theme and rheme are used to analyze the thematic progression. This study aimed to find out the types of thematic progression of students' descriptive texts and the most dominant pattern of thematic progression in students’ descriptive texts. The researcher used the descriptive qualitative method in the research design. There were 50 texts written by students at SMP Swasta Sultan Agung Pematangsiantar. The data was analyzed using (Eggins, 2005) theory as the theoretical framework that found three types of thematic progression. The findings revealed that the students' descriptive texts follow three thematic progression patterns: reiteration or constant pattern, zig-zag or linear pattern, and multiple patterns or split rheme pattern. The constant pattern was the most dominant used by students in 271 occurences (91.80%), followed by zig-zag or linear pattern occurred 13 times (4.4%) and multiple patterns or split rheme pattern occurred 11 times (3.8%)l. The findings show students, in writing descriptive text, tend to use simple thematic progression due to their level of knowledge in grammar and thematic progression is relatively low.

scholarly journals Thematic Progression in Acehnese EFL Learner-Produced Texts

2019 ◽  
Vol 20 (1) ◽  
pp. 1
Author(s):  
Risdaneva Risdaneva ◽  
Syarifah Dahliana
Keyword(s):  
Content Analysis ◽  
Qualitative Method ◽  
Writing Classes ◽  
Efl Learners ◽  
English Writing ◽  
Thematic Progression ◽  
Analysis Technique ◽  
Efl Students ◽  
Progression Patterns

This study reports the thematic progression of the EFL learner- produced texts in Acehnese context. The study employed qualitative method focusing on the content analysis. The content analysis technique was incorporated to analyse the corpora of 40 learner-produced texts. The findings of the study highlight both prevalent and problematic thematic progression patterns in the students’ texts. The EFL learners are inclined to use the constant theme pattern with less consistency of accuracy in longer paragraphs. With regard to the problematic patterns, the students tend to find difficulties in developing the ideas throughout the texts. This is shown through the emergence of many brand new themes and empty rhemes which result in incohesive and incoherent texts. The overall findings suggest that introducing the theme- rheme pattern concept to the students in English writing classes can be useful for improving the cohesion of the EFL students’ writings. 

scholarly journals THEMATIC PROGRESSION IN RECOUNT TEXT WRITTEN BY THE EIGHT GRADE STUDENTS

2019 ◽  
Vol 7 (4) ◽  
Author(s):  
Diamond Primo Philippus Purba ◽  
Siti Aisah Ginting ◽  
Fahri Haswani
Keyword(s):  
Qualitative Method ◽  
English Teacher ◽  
Interactive Model ◽  
Reading Material ◽  
Thematic Progression ◽  
Model Technique ◽  
The Way ◽  
Lack Of Knowledge ◽  
Descriptive Qualitative

This study was about the theme, rheme and thematic progression of students‟ recount text of the eight grade at SMP RK Budi Mulia Pematangsiantar. The aim of this study were (1) to investigate thematic progression pattern used (2) to find out the reason why the students used thematic progression in the way they did. This study was conducted by using descriptive qualitative method. The data in this study were clauses of students‟ recount text. The instrument of collecting data was elicitation technique and interview. The data were analyzed by using interactive model technique of Miles, Huberman and Saldana (2014). The result of this study were the following, (1) There were two patterns of thematic progression used in students‟ recount text, they were Theme Reteration/Constant Theme Pattern (TR/CTP), and Zig-zag/Linear Theme Pattern (Zig-zag/LTP). (2) The reason in use of thematic progression by students, they were: (a) the student‟s lack of knowledge about use of the thematic progression, (b) they also less interested in writing, (c) the students got resources from reading material and (d) the students got resources from english teacher‟s explanation.Keywords: Theme, Rheme, Thematic Progression, Recount Text

scholarly journals Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class

2012 ◽  
Vol 5 (2) ◽  
pp. 55
Author(s):  
Arif Suryo Priyatmojo
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Contribution ◽  
Thematic Progression ◽  
Writing Class ◽  
Post Test ◽  
The Subject ◽  
Group 2 ◽  
Progression Patterns

This study was aimed at describing what kinds of thematic progression patterns mostly employed by the students, describing how to apply thematic progression theory and personal blog in the sentence-based writing class, and finding out whether the use of thematic progression theory and personal blog give positive significances to coherence of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of sentence-based writing (SBW), and the object of the study was students’ sentences created by the students in the teaching and learning process (TLP). The result of the study shows that thematic progression patterns moslty employed by the students are constant theme pattern followed by zig zag and multiple theme patterns. In TLP, the materials were devided and given to the students in two cycles. The first cycle focused on introducing the thematic progression theory and its kinds of patterns. Then, in the next cycle the students focused on sharing ideas with other classmates via individual blogs. Based on the result of the study, teaching SBW using thematic progression theory gives its positive significance by varied patterns used by the students. It can be seen from the analysis of the students’ sentences from pretest, paragraf 1, paragraf 2, paragraf 3 and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs based on the pre and post test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts - paragraph-based writing, genre-based writng and academic writing in the next coming semesters. Keywords:  Thematic Progression; Theme-Rheme; Thematization; Personal Blog  

scholarly journals UM ESTUDO SOCIOLINGUÍSTICO DA LINGUAGEM DE ADOLESCENTES DE UM CENTRO SOCIOEDUCATIVO

2019 ◽  
pp. 83
Author(s):  
Rodrigo Mazer Etto ◽  
Valeska Gracioso Carlos
Keyword(s):  
Social Group ◽  
Qualitative Method ◽  
Linguistic Variation ◽  
Common Language ◽  
The Common ◽  
Lexical Items ◽  
Language Condition

Resumo:O objetivo desse trabalho é identificar e verificar os sentidos de alguns termos e expressões presentes na linguagem de adolescentes que cumprem medidas socioeducativas de privação de liberdade em um Centro Socioeducativo, e constatar a possível dicionarização desses itens lexicais no dicionário Houaiss(HOUAISS; VILLAR, 2011). Do total desses itens, constatou-se que 40 se encontram no referido dicionário com o mesmo sentido atribuído pelos entrevistados, o que pode indicar que estes já migraram da condição delinguagem restrita a um grupo social específico para a linguagem comum; 64 itens se encontram dicionarizados, embora com um sentido diferente do atribuído pelos informantes, o que aponta o caráter polissêmico dessa linguagem; e 156 termos e expressões não se encontram dicionarizadas em Houaiss (2011), o que permite inferir o aspecto restrito e fechado que caracteriza esse código linguístico.Palavras-chave: Sociolinguística; Método qualitativo; Variação linguística, Adolescentes privados de liberdade. A SOCIOLINGUISTIC STUDY OF THE LANGUAGE OF ADOLESCENTS OF A SOCIO-EDUCATIONAL CENTERAbstract:The objective of this work is to identify and verify the meanings of some terms and expressions present in the language of adolescents who comply with socioeducative measures of deprivation of liberty in Socio-educational Center, and to verify the possible dictionalization of these lexical items in the Houaiss dictionary (HOUAISS; VILLAR, 2011). Of the total of these items, 40 were found in the dictionary with the same meaning as the interviewees, which may indicate that they have already migrated from the restricted language condition to a social group specific to the common language; 64 items are dictionary-based, although with a sense different from that attributed by the informants, which points out the polysemic character of this language; and 156 terms and expressions are not worded in Houaiss (2011), which allows to infer the restricted and closed aspect that characterizes this language code.Keywords: Sociolinguistic; Qualitative method; Linguistic variation, Adolescents deprived of their liberty.

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