INTRODUCTION
Rationale of the study
Thematic progression is a key area of study due to its significant role in enhancing the focus and flow of information within a text (Carter-Thomas, 1999; Paltridge, 2006; Sade, 2007) This concept refers to how the theme of a clause can connect with or echo meanings from previous themes or rhemes (Paltridge, 2006, p 148) The exploration of thematic progression is particularly intriguing as it influences the coherence and clarity of written communication.
Thematic progression plays a crucial role in both academic and non-academic texts, highlighting the need for further exploration in this area (Rứrvik, 2003) The textbook Tiếng Anh 10, book 1, like other English textbooks used in upper-secondary schools in Vietnam, features texts that convey stories, ideas, and arguments, utilizing a specific structure that connects themes and rhemes to engage readers effectively This study aims to analyze the thematic progression patterns within these texts to enhance understanding of their structure and information delivery The findings will be valuable not only for translation and discourse structure testing (Rorvik, 2003; Shieh & Lin, 2011) but also for improving writing skills by adhering to academic language conventions Ultimately, this research will benefit teachers and learners by emphasizing the significance of thematic progression in writing and assist book compilers in selecting appropriate texts, thereby enriching the linguistic landscape of teaching and learning.
Significance of Research
First and foremost, the study provides the researcher herself and all other
This article explores the insights of MA students and linguistic researchers regarding the realization of theme and thematic progression in the textbook Tiếng Anh 10, book 1 It serves as a valuable reference for students and researchers interested in conducting related studies in this area.
This thesis analyzes the themes and thematic progression patterns in the reading texts of the Tiếng Anh 10 textbook, offering valuable insights for English teachers and learners By understanding these organizational elements, educators can create effective materials and activities that enhance students' comprehension of English texts and improve the cohesion of their writing As a result, students can develop their English skills more comprehensively.
The study highlights the connection between thematic progression and the topics of reading texts, offering valuable insights for book compilers By understanding these relationships, compilers can consider thematic progression as a key factor in their text selection process.
Research aims and objectives
The aim of this research is to investigate thematic progression in reading texts of the textbook Tiếng Anh 10, book 1
To achieve the above aims, the present study attempts to set the following objectives:
- To investigate the distribution of themes in the textbook Tiếng Anh 10, book 1 for some senior high schools in Vietnam on the first semester
- To investigate thematic progression in reading texts of the textbook Tiếng Anh
- To see the relations between thematic progression patterns and the topics of the reading text.
Research questions
This research investigates thematic progression in the textbook "Tiếng Anh 10, Book 1," used in senior high schools in Vietnam during the first semester The study is guided by two key research questions aimed at understanding the thematic structure within the selected materials.
1 What is the realization of thematic progression in the reading texts of the textbook Tiếng Anh 10, book 1?
2 What are the possible relations between thematic progression patterns and the topics of the reading texts?
Methods of the study
This study employs a discourse analysis using a systemic functional approach, integrating both quantitative and qualitative research methods The analysis is grounded in the theoretical frameworks established by Halliday (1994) and Dubois (1987).
Scope of the study
This thesis investigates thematic progression in reading texts from the textbook "Tiếng Anh 10, book 1." The analysis is based on fifteen non-conversational texts sourced from the 2016 edition published by the Vietnamese Education Publishing House in collaboration with Pearson Education Publishing Company.
Design of the Study
The study is divided into three parts
Part 1: Introduction is concerned with the rationale for the research In addition, it presents the significance of the study, the aims and objectives, research questions, the scope, the methods and the design of the study
Part 2: Development consists of three chapters
Chapter 1: Theoretical background and literature review provides an overview of theoretical background and previous studies relating to the research topic
Chapter 2: Research Methodology deals with data corpus, research methods, analytical framework, data collection procedure and data analysis procedure
Chapter 3: Findings and Discussion presents the findings and discussion of the research based on results of the quantitative and qualitative data analysis
Part 3: Conclusion consists of the summary and limitations of the study and provides some suggestions for further studies.
DEVELOPMENT
The definition of "theme" in a sentence lacks consensus (Erdmann, 1990), but it can generally be categorized into four distinct uses (McCabe, 1999) One primary perspective views theme as a topic, with Halliday (1994, p 38) defining it in this context, as referenced by Yang (2008).
The message's focus is identified as the starting point of the speaker's discourse Halliday (1994, cited in McCabe, 1999) notes that the term 'Topic' typically refers to a specific type of theme Additionally, theme is described as the sentence element or elements that possess the lowest degree of Communicative Dynamism (CD) within the sentence, as defined by Firbas.
2004) Third, theme is ―what is known or grasped from the context‖ (Salih, 2008) or
―what is known or given in the text‖ (Erdmann, 1990) Moreover, theme is also defined as ―the item with which we start a clause‖ (Bloor & Bloor, 2004; Halliday,
In the study of themes, Halliday and Hassan (1976) define them as semantic resources that connect sentences to prior context This paper adopts Halliday's perspective, viewing theme as the central focus of the message In English, themes are consistently positioned at the beginning of the clause, as noted by Eggins (2004) and Halliday (1994).
In a clause, the theme is typically followed by the rheme, which serves as the second part where the theme is further developed The rheme usually contains new or unfamiliar information that the writer assumes the readers are not aware of, making it an essential element in progressing the argument By examining the distinct positions of theme and rheme in a clause, it becomes clear that the theme always precedes the rheme, providing a clear structure for effective communication.
THEORETICAL BACKGROUND AND LITERATURE REVIEW 5 1.1 The system of theme
Theme and rheme
The definition of "theme" in a sentence lacks consensus among scholars (Erdmann, 1990) Generally, the various interpretations of theme can be categorized into four distinct groups (McCabe, 1999) Primarily, theme is viewed as a topic, with Halliday (1994, p 38) providing a foundational definition of this concept, as noted by Yang (2008).
The article discusses the concept of "Topic" in relation to communication, highlighting that it serves as the starting point for what the speaker intends to convey Halliday (1994, cited in McCabe, 1999) emphasizes that the term "Topic" typically pertains to a specific type of theme Additionally, theme is characterized as the sentence component that possesses the lowest level of Communicative Dynamism (CD), as defined by Firbas.
2004) Third, theme is ―what is known or grasped from the context‖ (Salih, 2008) or
―what is known or given in the text‖ (Erdmann, 1990) Moreover, theme is also defined as ―the item with which we start a clause‖ (Bloor & Bloor, 2004; Halliday,
In the study of themes in language, Halliday and Hassan (1976) describe themes as semantic resources that connect sentences to prior context This paper adopts Halliday's definition, viewing theme as the central focus of a message Notably, in English, the theme is consistently positioned at the beginning of the clause (Eggins, 2004; Halliday, 1994; Halliday & Mathiessen, 2004).
In a clause, the setting or theme is typically followed by the rheme, which is the part that develops the theme and provides new or unfamiliar information The rheme is crucial for advancing the argument and is usually positioned after the theme in a sentence By analyzing the distinct positions of theme and rheme, it becomes clear that the theme sets the stage, while the rheme offers new knowledge or insights that the writer assumes the reader is not yet aware of.
Types of themes
Theme, despite its debated definition, is categorized into three types: topical or ideational, textual, and interpersonal The topical theme serves as a key element in a clause, encompassing participants, circumstances, or processes.
A topical theme can be introduced by either an interpersonal theme, which includes vocatives, modal adjuncts, finite verbal operators, and polarity adjuncts, or a textual theme, comprising continuatives, conjunctions, and conjunctive adjuncts These elements precede the topical theme and indicate the perspective of the clause Additionally, the presence of a rheme in a clause or sentence is equally significant, as it complements the overall meaning conveyed.
Themes can be categorized based on their complexity into simple, multiple, and clausal themes According to Halliday (2000), a simple theme comprises a single structural constituent, while a multiple theme consists of two or more structural constituents Further classification of multiple themes includes textual, interpersonal, and topical themes, aligned with Halliday's three metafunctions The textual theme facilitates cohesion between parts, incorporating continuative, structural, and conjunctive elements The interpersonal theme conveys mood or subjective judgment through vocatives, modal words, or mood-marking expressions Lastly, the topical element identifies the sentence's subject, represented by participants, circumstances, or processes within the transitivity system, which distinguishes between the external and internal aspects of human experience.
Examples (1) through (5), which are simplified versions of corpus examples, provide an illustration of the type of themes found in the corpus
(1) Acupuncture is one of the oldest medical treatment in the world
At schools She was very interested in her Geography Continuative
(4) dangerously while you are still taking the exam
It is definitely true that Nature has inspired numerous inventions and technologies
Figure 1: Examples of theme types
Thematic progression
Thematic progression (TP) refers to the connections of thematic elements within a text, a concept first formalized by Daneš in 1974 He introduced TP to describe how subsequent discourse reuses previous themes or rhemes based on an overall textual plan This progression is essential for understanding the hierarchical organization of a text and its rhetorical purposes Daneš's significant contribution lies in extending the notion of theme beyond individual utterances to encompass the inner connectivity of texts He posited that text connectivity is represented by thematic progression, which involves the selection and ordering of themes, their interrelation, and their alignment with larger text units such as paragraphs and chapters Ultimately, thematic progression serves as the structural backbone of a narrative.
Eggins (1994) referred thematic progression to the exchange of information between successive theme and rheme pairings in a text
Thematic progression, as defined by Paltridge (2006), refers to how the Theme of a clause can draw from or echo meanings from earlier Themes or Rhemes This concept is essential for understanding the overall flow of information within a text, as highlighted by Carter-Thomas (1999).
Thematic progression refers to the way texts are structured to ensure readers can easily follow their development Scholars define this concept in various ways, but they all emphasize the importance of clarity in communication One common method of achieving thematic progression is by incorporating elements from the rheme of one clause into the theme of the next, or by repeating key meanings from the theme of one clause in subsequent clauses This technique enhances the coherence and flow of the text, facilitating better understanding for the audience.
The introduction of TPP theories has sparked extensive discussions among linguists both domestically and internationally, leading to the development of various interpretations and frameworks surrounding the concept of TPPs.
The first formalization of thematic progression was detailed by Daneš
In 1974, three primary patterns of thematic progression (TP) were identified: simple linear, constant, and derived hyperthematic progression The simple linear TP features Themes that are directly connected to previous Rhemes In contrast, the constant pattern involves the repetition of the same or similar Themes throughout the text Lastly, the derived hyperthematic progression derives its Themes from a hypertheme, which can be a title or overarching topic.
In her 1987 analysis of biomedical slide talks, Dubois integrated Daneš' typology into two primary types of progression: constant progression, where a new theme stems from previous themes (themic), and linear progression, where a theme evolves from a prior rheme (rhemic) Additionally, she introduced new types to account for non-contiguous progressions observed in the data.
Daneš' account highlights the concept of gapped themes, where the theme arises from an utterance that is not immediately preceding it The analysis includes various realizations of both contiguous and gapped types, with the theme's origins linked to different points in the text Themes can be formed through integration, combining two or more preceding elements, or through separation, focusing on a single element from a prior group.
Eggins (1994) identifies three primary patterns of thematic development in discourse The first pattern, known as theme reiteration or constant theme, involves repeating the initial theme at the beginning of subsequent clauses, often referred to as a parallel pattern The second pattern is the zigzag or linear theme, where the rheme of one clause becomes the theme of the next Lastly, the multiple theme or split rheme pattern occurs when a clause's rheme consists of several components, each of which is subsequently used as the theme in following clauses.
According to Paltridge (2006), a linear theme occurs when the subject matter in the rheme of one clause is revisited in the Theme of the subsequent clause Additionally, Paltridge describes a constant theme, also known as theme reiteration, where the initial theme is repeated at the beginning of the next clause, indicating that each clause will elaborate on the same theme.
Multiple theme or split rheme progression allows for a single rheme to encompass various pieces of information, each of which can be developed as the theme in subsequent clauses (Paltridge, 2006, p 150) This structure enhances coherence in writing by enabling the introduction of multiple ideas while maintaining a clear thematic focus throughout the text.
Recent studies on thematic progression types in scientific texts have been advanced by Van Dijk, who identified two key patterns: Parallel structure and Chain structure (Huang, 1988) Additionally, Xu (1982) proposed four thematic progression models, which include the parallel pattern, continuous pattern, concentrated pattern, and crossing pattern.
In this present study, thematic progression patterns are employed by Dubois
In 1987, TPPs were classified into two primary types: constant and linear, encompassing both simple and multiple realizations of contiguous and gapped varieties The hypertheme was deemed poorly defined, complicating the identification of Themes derived from it In our analysis, we categorized all Themes not previously mentioned by the writers as new, distinguishing them from those derived from a hypertheme Some new Themes were considered "newer" based on their relevance to the writers' context However, our focus was not on establishing a hierarchy of givenness or saliency outside the text, leading us to exclude the progression category associated with hyperthemes.
Simple linear and constant TPPs can either be contiguous or gapped, as illustrated in Figure 2 In example (6), elements from the rheme of one clause are integrated into the theme of the subsequent clause, creating a contiguous structure since the theme is derived from the immediately preceding rheme.
A typical Dangdut band features a lead singer, either male or female, accompanied by a unique blend of musical instruments This ensemble often includes traditional drums and flutes from various Asian and Middle Eastern cultures, alongside modern instruments such as electric guitars and organs.
The example illustrates a simple gapped constant Theme-Progression Pattern (TPP), where the meanings from one clause's theme are echoed in the themes of subsequent clauses This pattern is considered gapped due to the presence of intervening material before the repetition occurs.
(7) Her parents soon realised that she was a talented singer, but they encouraged their daughter to finish her secondary school
Previous studies
Numerous studies on thematic progression have been conducted, highlighting various patterns and their applications in translation Notable research includes contrastive analyses of these patterns, emphasizing their significance in understanding language structure and translation practices.
Numerous studies have explored thematic progression in culturally-academic writing, including research on Skripsi by English Education students at Muria Kudus University, Christian discourse in Nigeria, and official content from Indonesia's Ministry of Culture and Tourism Additionally, investigations have examined thematic progression in relation to rhetorical structure and its significance in the Discourse Structure Test (DST), as well as its impact on coherent and cohesive academic writing and effective teaching of explanatory writing types.
Numerous studies on the theme-rheme structure have been conducted in Vietnam, applying functional grammar theory to both English and Vietnamese Notable works include Do Tuan Minh's comparative studies on thematic structure (2006, 2007), Nguyen Thi Nguyet Minh's investigation into electronic news headlines (2011), and Nguyen Thi Hanh's research on political speeches (2012) Additionally, Dang Thi Thanh Thuy explored theme-rheme structures in poetry (2012), while Vu Thi Thanh Nga analyzed cohesive ties in O Henry's short story "The Last Leaf" (2013) Duong Thuy Le and Wijitsopon Raksangob examined cohesion in Vietnamese EFL students' essays (2013) However, there remains a gap in research regarding thematic progression patterns in reading texts from English textbooks, which this paper aims to address.
Summary
This chapter offers a comprehensive overview of key terms such as Theme, Rheme, and Thematic Progression, while also classifying different patterns of Themes and Thematic Progression It reviews significant studies on Thematic Progression by renowned scholars, both internationally and in Vietnam, providing valuable insights into the research topic Despite these contributions, there remains a scarcity of studies focusing on Thematic Progression in reading texts from Vietnamese textbooks Consequently, this highlights the necessity for further research, leading the author to undertake an analysis of Thematic Progression in the reading texts of the English textbook Tiếng Anh 10, book 1.
RESEARCH METHODOLOGY
Data Corpus
The data corpus of this study was built up from texts taken from the textbook
The Tiếng Anh 10 textbook, published by Vietnam Education Publishing House and Pearson Education in 2016, serves as the primary resource for grade 10 students in Vietnamese upper-secondary schools during the first semester This book comprises non-conversational texts, including narrative, expository, argumentative texts, and informal letters, with three texts selected from each topic for analysis.
Research methods
This research employs both quantitative and qualitative methods as defined by Dornyei (2007), focusing on the frequency of themes and their qualitative interpretations in specific texts Sandelowski (2000) emphasizes that all inquiries involve description and interpretation The study conducts a discourse grammar analysis of the textbook "Tiếng Anh 10," episode 1, using a Systemic Functional Linguistic (SFL) framework (Dubois, 1987; Halliday, 1994; Halliday & Matthiesen, 2004) Data from five units of the 2016 edition of "Tiếng Anh 10," consisting of 15 non-conversational texts, were analyzed Halliday's model was applied for theme-rheme identification, and Thematic Progression patterns were adapted from Dubois (1987).
Analytical framework
This study applied thematic progression pattern classification adapted from Dubois (1987) which included constant, linear and multiple realizations of all the contiguous and gapped types
Figure 2 Thematic progression patterns used in this study
1 Simple contiguous linear 2 Simple gapped linear T1 R1
3 Simple contiguous constant 4 Simple gapped constant T1 R1
8 Multiple: Separation (rhemic, gapped) According to Dubois (1987), the TPP is simple linear when the elements from the rheme of the previous clause are replaced into the theme of the following clause It is contiguous if the theme happens immediately after the preceding rheme, otherwise it is gapped The TPP is simple constant as the meanings from the theme of one clause are repeated in the theme of subsequent clauses Similarly, it can be contiguous and gapped Multiple themes could be the result of integration or separation The integration and the separation can be themic or rhemic according to whether they originate in previous themes or rhemes The multiple constant TPP (themic, integration) could happen immediately after the mentioning of the elements to be integrated, or there could be intervening material The multiple linear (rhemic, separation) has as an origin the previous rheme, which contains two or more elements.
Data collection procedure
All the texts are taken from five units in the textbook Tiếng Anh 10, book 1
The researcher initially gathered a substantial amount of data before selecting three reading texts from each unit for analysis, resulting in a total of 15 non-conversational texts of varying lengths The selected topics include family life, personal health, music, community improvement, and inventions, encompassing narrative, argumentative, expository texts, and letters that involve advice-seeking and advice-giving According to Wu (2003), expository texts are characterized by their compact and detailed structure, aimed at conveying information, while narrative texts tell stories through a sequence of events linked by causal or thematic relationships, typically including four key components: setting, theme, plot, and resolution Wu also highlights that both narrative and expository texts are prevalent genres in educational settings.
In the context of English 10, Book 1, the printed textbook is crucial for selecting relevant data Additionally, tools such as calculations, statistics, tables, and numeration are effectively utilized to filter out irrelevant and unstable information These methods also aid in presenting analysis results and percentages clearly.
Data analysis procedure
The analysis of data from the textbook Tiếng Anh 10, book 1, aimed to address two research questions by examining the selection of themes and the patterns of thematic progression within the texts Initially, the texts were analyzed to clarify theme selection, followed by a quantitative analysis using Excel software to calculate frequencies and percentages of various theme types and their progression patterns The results were organized into tables and figures to illustrate the distribution rates of each theme type Subsequently, the study identified distinctive characteristics of each thematic progression pattern, allowing for a comparative overview and a comprehensive understanding of the thematic progression throughout the textbook.
The analysis of the corpus focused on topical themes, examining their connections to preceding text elements Themes not linked to prior linguistic material were deemed new, often reflecting situational context However, the "new" category encompasses various types since extralinguistic factors were not considered If a theme relates to earlier conversation elements through identification or semantic relationships, it can be classified accordingly Additionally, the analysis recognizes a syntactic type, which includes expletive pronouns like "it" and "there" that serve as grammatical subjects without specific referents.
Summary
This chapter offers a comprehensive overview of the research methodology, beginning with a detailed description of the data corpus and research methods employed It further elaborates on the analytical framework utilized in the study, alongside crucial insights into the data collection and analysis procedures The subsequent chapter will delve into a detailed discussion of the findings derived from the data analysis.
FINDINGS AND DISCUSSION
General findings
Following the analysis of 15 texts, frequencies and percentages were calculated to identify the types of themes and their progression patterns The findings regarding theme types are summarized in Table 1, while Table 2 illustrates the results of thematic progression patterns.
Table 1 Theme selection in the corpus
Textual Themes Interpersonal Themes Topical Themes
Table 2 Thematic progression patterns in the corpus
Constant (themic) Linear (rhemic) Other
Separation Cont Gap Cont Gap Cont Gap Cont Gap New Synt
The analysis of theme types reveals that the predominant theme is the topical theme, with a total of 210 occurrences across fifteen texts The textual theme follows in second place with 72 instances, while the interpersonal theme ranks last with only 5 occurrences Additionally, the data shows that simple themes are utilized more frequently, totaling 135, compared to multiple themes, which account for 75 This preference for simple themes aligns with the texts' characteristics of being brief and direct.
Table 2 reveals a total of 117 thematic progression patterns across the texts, comprising 59 constant patterns (50.43%), 32 linear patterns (27.35%), and 26 other patterns (22.22%) These findings indicate that the predominant thematic progression pattern utilized in the texts is the constant pattern.
The 10th-grade English textbook, Book 1, prominently features a constant pattern, with a linear pattern following in the second position and another pattern concluding the sequence The simple constant thematic progression is the most prevalent in the texts, while the simple linear thematic progression also ranks as the most frequently utilized Notably, contiguous thematic progression appears more often than gapped progression in both patterns.
Textual analysis
3.2.1 The analysis of text 1 Table 3 below reveals the results of thematic progression patterns of text 1 The figure3 reveals schematic thematic progression of text 1
Cont Gap Cont Gap New Synt
Table 3 Frequency of TPPs of text 1
In Mrs Hang's family, the father, daughter, and son collaborate to share household chores, aiming to make Mother's Day a memorable occasion for her The article presents a total of 11 themes, comprising 6 simple themes (54.54%) and 5 multiple themes (45.45%), along with an additional textual element.
In this text, there is no interpersonal theme This result indicates that the simple theme is more frequently used one in the text
Table 3 outlines the thematic progression patterns (TPPs) identified in text 3, revealing six distinct patterns: 66.67% are constant TPPs, while 33.33% are new thematic patterns The primary theme centers around Mrs Hang, with the personal pronoun "she" reinforcing her significance alongside her family The second pattern introduces the topical theme "today," contrasting it with "everyday," highlighting its uniqueness A simple gapped constant pattern follows, reiterating Mrs Hang's actions today, which differ from her usual routine The fourth pattern introduces "her husband and her children," indicating their involvement in activities for her Another gapped constant pattern specifies Mrs Hang's current activity—watching TV Finally, the most critical pattern emphasizes "everybody in the family," summarizing the collective effort of all family members to share household chores and create a special day for her.
The article highlights that the predominant theme and consistent pattern in the text are simplicity and repetition Notably, the most significant textual pattern is the contiguous multiple constant pattern, which effectively conveys the details of housework sharing within Mrs Hang's family.
Lam's family actively collaborates in sharing household chores, promoting teamwork and responsibility among its members The TPPs (Task Performance Patterns) identified in the study are visually represented in Figure 4, while the frequency of these patterns is detailed in Table 4 below.
Cont Gap Cont Gap New Synt
Table 4 Frequency of TPPs of text 2
In this second text, there is a total of 15 topical themes analyzed consisting of
The article reveals that the text comprises three multiple themes alongside an additional textual theme and twelve simple themes, which collectively constitute 80% of the content Notably, there is an absence of interpersonal themes, highlighting that simple themes dominate the text significantly.
The analysis of Table 4 reveals eight thematic progression patterns within the text, comprising six constant patterns, two linear patterns, and one new pattern, with respective percentages of 62.5%, 25%, and 12.5% This indicates that the writer predominantly employs constant thematic patterns over linear ones.
The article outlines various structural patterns used to convey information about Lam's family dynamics Initially, it highlights the personal pronoun "I" as the theme, introducing Lam's family members, followed by a transition to "we" to emphasize collective family experiences The text describes the busy lives of Lam's parents and sister, explaining their responsibilities through a multiple contiguous linear pattern A simple gapped constant pattern illustrates how the family shares chores equally, while a contiguous constant pattern details the specific contributions of Lam's father The narrative introduces Lam's mother with a single mention, followed by a repetition of "I" to list Lam's individual tasks The article also integrates responsibilities shared between Lam and his younger sister, showcasing their collaborative efforts Finally, the use of "we" reiterates the family's collective involvement in household duties, providing insights into their shared commitment to managing responsibilities.
In general, simple themes and constant TPP are the most frequently used ones in the text to make sure that the organization of the information is short and brief
The text is about Thanh‘s family members who share housework equally for rest and recreation
The results of TPPs are summarized in table 5 and TPPs are graphically illustrated in figure 5 as follows:
Cont Gap Cont Gap New Syn
Table 5 Frequency of TPPs of Text 3
The analysis of 19 themes revealed that 42.11% are multiple themes, with 7 incorporating additional textual themes and 1 featuring an additional interpersonal theme In contrast, simple themes make up 57.89% of the total, indicating that simple themes are more prevalent than multiple ones, and textual themes are more common than interpersonal themes.
Table 5 reveals the identification of eleven thematic patterns in the text, categorized into three main groups: constant, linear, and other The predominant group is the constant patterns, which account for 66.66%, followed by linear patterns at 16.67%, and new patterns also at 16.67%.
The article introduces the first TPP, focusing on the theme of household chores, which emphasizes its central topic The second and third TPPs highlight the roles of "she" and "he," referencing "his mother" and "his father," respectively, to detail their contributions The fourth TPP elaborates on "the heavy things," providing specific information The fifth and sixth TPPs continue with the contributions of Thanh and his sister, followed by a linear progression that connects "the house" to the actions of his sister, who cleans carefully The text progresses with thematic patterns that list the household tasks of Thanh and his sister A significant moment occurs in a multiple gapped constant TPP, where the theme "everybody" integrates the contributions of all family members, underscoring their collective effort in housework The article concludes with a simple constant pattern, reinforcing the shared responsibilities of the family for rest and creativity.
The analysis indicates that simple themes and a consistent thematic pattern, particularly the use of multiple gapped thematic progression (TPP), are crucial for enhancing the text's information This structure allows readers to understand how each member of Thanh's family contributes to sharing household chores equally.
The text is about acupuncture, one of the oldest medical Chinese treatment TPPs are illustrated in figure 6 and the results of the thematic progression are summarized in table 6
Cont Gap Cont Gap New Synt
Table 6 Frequency of TPPs of text 4
The analysis reveals that the text comprises 22 themes, with 14 being simple themes (63.64%) and 8 classified as multiple themes (36.36%) Notably, there are no interpersonal themes present This prevalence of simple themes suggests that the text effectively delivers brief and clear information, making it easily accessible to readers.
Table 6 reveals that the text identifies 12 thematic pattern types (TPPs), with constant patterns comprising the majority at 50% Linear and other thematic patterns each account for 25% of the total.
The article discusses three distinct patterns related to the topic of acupuncture The first pattern presents a simple contiguous constant structure, where the theme "acupuncture" is reiterated in subsequent clauses, providing additional information about the subject The second pattern introduces the syntactic theme "there," which lacks semantic content, indicating that the topic—unanswered questions—is pragmatically determined rather than being the grammatical subject Lastly, the third pattern is identified as a simple constant but gapped structure, further emphasizing the complexity of the discussion surrounding acupuncture.
Acupuncture is a technique that involves stimulating specific acupoints in the body, which has been the subject of various scientific studies This practice is associated with numerous benefits, but it is essential to understand when acupuncture is safe and what potential side effects may arise Certain individuals, particularly those with specific health concerns related to inner body parts, should exercise caution or avoid acupuncture altogether It is crucial to identify these groups to ensure safe practices Additionally, a significant number of American adults have embraced acupuncture as a form of medical treatment, highlighting its growing acceptance and relevance in modern healthcare.
Discussion
The analysis reveals that topical and simple themes dominate the texts, with topical themes serving as obligatory and textual themes as conventional, while interpersonal themes are deemed optional All texts exhibit a higher frequency of textual themes compared to interpersonal themes, highlighting the texts' inherent characteristics Additionally, the prevalence of simple themes over multiple themes indicates the writer's intention to deliver concise and essential information, allowing readers to grasp the core content swiftly.
The TP analysis results are categorized into three main groups: constant, linear, and other Generally, writers prefer using constant (themic) thematic progression patterns over linear (rhemic) ones Among constant patterns, simple patterns are more prevalent than multiple ones, and contiguous patterns are used more frequently than gapped patterns, which also holds true for linear patterns.
The prevalence of simple constant themes in writing suggests the use of straightforward explanation and description techniques (Abed, 2010) This approach, characterized by consistent thematic progression, aims to reinforce key concepts through repetition (Hawes & Thomas, 1996) In the narrative texts of Tiếng Anh 10, book 1, the dominant thematic pattern serves as a structural backbone, where recurring themes introduce new information, particularly in the introduction and conclusion Writers often adopt this method to clearly present topics and summarize key points, facilitating a comprehensive understanding of the narrative's events However, excessive reliance on this pattern may result in superficial explanations, as it limits the expansion of ideas within the rheme (Belmonte & McCabe-Hidalgo, 1998) Therefore, incorporating diverse thematic progression strategies is advisable for deeper exploration of concepts.
The second highest TP pattern found in the texts is linear theme which Danes
According to McCabe (1999), the most fundamental type of thematic progression is the simple linear theme, which is essential for a text to be classified as academic Eggins (2004, cited in Abed) further emphasizes this structure, highlighting its importance in academic writing.
In academic writing, a high incidence of cross-referential links between clauses is essential for coherence (2010, p 80) Linear thematic progression, as noted by Li & Fan (2008), enhances fluency in descriptions, and is a key feature of expositional and argumentative texts (Belmonte & McCabe-Hidalgo, 1998) The textbook Tiếng Anh 10, book 1 predominantly employs simple themes and linear thematic progression, aligning with previous research that identifies topical themes as obligatory (Ho, 2011) and simple linear themes as fundamental (Danes, 1974, cited in McCabe, 1999) However, some texts in this textbook, such as text 10, utilize a constant pattern as the dominant thematic progression, showcasing a unique approach while ensuring clarity for readers Additionally, it is important to recognize that thematic progression patterns are culturally bound, with native English writers often avoiding unrelated themes more than Vietnamese writers do This variation may stem from the cultural evolution of logic in argumentation (Kaplan, 1966), resulting in distinct thematic progression patterns across different cultures.
The analysis reveals that the least common thematic progression pattern is categorized into new and syntactic types, primarily found in advice-giving letters The predominant theme and progression pattern in these texts is the process theme combined with the new pattern This approach is utilized by the writer to effectively convey advice to the letter writer, allowing for the presentation of various instructions or steps.
The results above show the relations between the thematic progression patterns and the topics of the texts
The analysis reveals that a consistent thematic progression pattern is prevalent in texts discussing family life Initially, the roles and activities of individual family members are detailed, followed by a description of their collective interactions This structure allows for the integration of individual themes, culminating in a comprehensive overview of family dynamics.
The thematic progression in texts about community, music, and health typically follows a simple constant pattern For community, the narratives focus on volunteer work and notable figures like Mahatma Gandhi, who championed the rights of the impoverished and women in India, and Tilly Smith, who alerted others to a tsunami threat in Thailand, centering around these key characters In music, two of the three texts emphasize Quan Ho singing and the story of Thu Anh, a girl who showcases her vocal talent, maintaining a straightforward thematic flow Health-related texts, covering topics like medical treatment and acupuncture, also exhibit a consistent pattern Conversely, texts on inventions and technologies, particularly those from Asian countries and nature-inspired innovations, predominantly utilize a multiple linear thematic progression, known as the split-rheme or multiple-rheme pattern, where the rheme is elaborated in subsequent themes.
The research reveals that narrative texts predominantly employ a simple constant thematic pattern, while expository and argumentative texts favor a multiple linear pattern Nonetheless, some expository and argumentative writings also utilize the simple constant thematic pattern In letters, theme development varies; for instance, advice-giving letters primarily use the simple constant thematic pattern, whereas new thematic patterns are more prevalent in other types of advice letters This preference for new themes allows writers to offer varied suggestions and instructions, making it easier for readers to follow the presented ideas.
In conclusion, it can be undeniable that which thematic progression pattern is the most frequently used one in the text depending on topics of text and text types
This chapter outlines the findings from both quantitative and qualitative data analyses, focusing on two key research questions: the realization of thematic progression and the relationship between thematic progression patterns and the topics of the reading texts.
The analysis reveals that the predominant theme type in the reading texts is the topical theme, followed by the textual theme, while the interpersonal theme ranks last Additionally, it is noted that simple themes constitute the vast majority of the themes present in these texts.
Writers often favor constant (themic) thematic progression patterns over linear (rhemic) ones Among these, simple and contiguous patterns are more commonly employed than multiple and gapped patterns.
The choice of thematic progression patterns is influenced by the genre and topic of the texts The multiple constant pattern is predominant in family-related topics, while the simple constant pattern prevails in community, health, and music texts In contrast, multiple linear patterns are more frequently found in technology and invention discussions Regarding text genres, the simple constant pattern is the most common in narrative texts, whereas multiple linear patterns dominate expository and argumentative writings Additionally, in advice-giving letters, writers tend to favor new and process themes.
This chapter presents an analysis of data collected from the textbook "Tiếng Anh 10, Book 1", providing answers to the research questions posed The findings from the data analysis are discussed, shedding light on key aspects of English language learning and teaching The insights gained from this analysis will inform the development of implications for English language instruction, which will be explored in the subsequent chapter.
CONCLUSION
Summary of the study
This minor thesis investigates the thematic progression of reading texts in the textbook Tiếng Anh 10, book 1 The researcher aims to analyze how the information within these texts is effectively developed, providing valuable insights and implications for enhancing educational practices.
Based on these aims of the study, two research questions were addressed:
1 What is the realization of Thematic Progression in the reading texts in the textbook Tiếng Anh 10, book 1?
2 What are the possible relations between thematic progression patterns and the topics of the reading texts?
The study utilized a mixed-method approach, combining qualitative and quantitative analysis to address two research questions It focused on 15 non-conversational reading texts from five units of the Tiếng Anh 10, book 1 textbook For data analysis, an analytical framework adapted from Dubois (1987) was employed, encompassing constant, linear, and multiple realizations of both contiguous and gapped types The findings from this analysis reveal significant insights into the text's structure and content.
The analysis reveals that simple themes are favored over multiple themes in reading texts, reflecting a preference for brevity and directness Given their limited time and energy, readers focus on the key points of news articles while often overlooking extraneous details Furthermore, the prevalence of textual themes, which typically serve as adjuncts like time, place, and condition, indicates their significance in conveying essential information Writers strategically position these themes at the beginning of texts to quickly capture readers' attention and highlight crucial events and facts.
Thematic progression patterns are crucial for achieving textual cohesion and coherence, with the constant pattern being the most commonly used, followed by the linear pattern Specifically, simple thematic progression is more prevalent than multiple progression, and contiguous constant thematic progression is favored over gapped progression The constant pattern effectively establishes a framework that focuses on the core content, enhancing the clarity and effectiveness of the text Meanwhile, the linear pattern facilitates the flow of information, as rhemes from preceding clauses transition into themes in subsequent clauses, allowing readers to easily follow the writer's logic and maintain a clear understanding of the topic.
The analysis supports Fires' hypothesis that there are intrinsic connections between thematic structure, thematic progression, and genres, indicating that different genres favor specific thematic structures and progressions Notably, narrative stories predominantly utilize a simple constant pattern, while expository and argumentative writings favor a multiple linear pattern In letters, the prevalent thematic progression patterns are often simple constant or new Additionally, the dominant thematic progression pattern varies depending on the topic of the text.
To enhance English writing instruction in tertiary education, the researcher recommends increasing awareness of Teaching Process Paradigms (TPPs) among both educators and students This includes training students in the effective use of TPPs, creating relevant texts and activities for in-class practice, and adjusting the testing and assessment frameworks to evaluate students' proficiency in utilizing TPPs.
Implications
The study of thematic progression in the reading texts of the textbook Tiếng
This article on Anh 10, book 1, serves as a valuable resource for text writers, educators, and learners of English as a foreign language It is particularly beneficial for grammarians, linguists, and researchers focused on functional grammar, as well as those interested in analyzing reading texts within the English curriculum.
English users, including writers, teachers, and learners, should understand how to analyze texts both functionally and thematically to maximize their effectiveness in writing and communication.
Our research highlights the importance of Textual Progression Patterns (TPPs) and the distribution of themes in reading materials, which can significantly assist teachers in guiding students towards creating coherent and logical writing By utilizing these findings, educators can effectively explain the structure of textbook texts, thereby enhancing students' understanding and enabling them to produce smoother and more logical written work.
Vietnamese learners of English often struggle with writing skills, particularly in crafting coherent compositions A significant factor contributing to this challenge is their limited understanding of theme-rheme structure and thematic progression By mastering these concepts, students can create smoother, more logical texts and incorporate advanced linguistic features, leading to more successful compositions Additionally, this research paper offers alternative approaches to grammar, suggesting that those who find formal English sentence structure analysis difficult may benefit from thematic analysis, which presents English as a Theme-inclined language.
This thesis offers valuable resources for grammarians, linguists, and researchers focused on functional grammar It aims to contribute to the study of semantic aspects of thematic structure and inspire further exploration into the complex yet fascinating analysis of reading texts found in English textbooks.
Limitations of the study and suggestions for further studies
Although the research has obtained its objectives, it bears some limitations as follows:
This study faces inherent limitations due to restricted time and available materials, impacting its comprehensiveness Despite a long-standing interest in the topic, the research concentrated solely on the "surface" thematic structure of clauses within 15 reading texts from the Tiếng Anh 10, book 1 textbook Consequently, the findings may not be applicable to all non-conversational texts in the textbook Additionally, the investigation has not thoroughly explored the semantic and pragmatic dimensions of thematic structure or the thematic progression within the selected samples.
There is a pressing need for further research in various fields concerning thematic progression, especially in relation to reading texts within English textbooks.
First of all, the classification of themes into marked and unmarked types for the writer‘s intention to emphasize or draw readers‘ attention needs further investigation
Further research is essential to explore the semantic aspects of thematic structure, focusing on the semantic roles and relationships between theme and rheme in English clauses and reading texts.
Last but not least, the cultural aspects of both thematic structure and thematic progression of the reading texts in English and Vietnamese are worthy of investigation in great details
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