Discourse features of IELTS sample essays a functional grammar perspective

THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES NGUYỄN THỊ TRUNG DISCOURSE FEATURES OF IELTS SAMPLE ESSAYS - A FUNCTIONAL GRAMMAR PERSPECTIVE Major: ENGLISH LINGUISTICS Code: 9.22.02.01 DOCTORAL THESIS IN SOCIAL SCIENCES AND HUMANITIES SUPERVISOR: Assoc Prof Dr Nguyen Thi Quynh Hoa Danang, 2021 i STATEMENT OF AUTHORSHIP Except where reference is made in the text, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person's work has been used without due acknowledgements in the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Da Nang, November 2021 Nguyen Thi Trung ii ACKNOWLEDGEMENTS Above all, I would like to express my deepest gratitude to my supervisor, Associate Professor Nguyễn Thị Quỳnh Hoa, for her understanding, encouragement, helpful comments and professional guidance at every stage of this thesis I am also deeply indebted to Associate Professor Trần Văn Phước for his constructive feedback, distribution of materials, and continuing support My special thanks goes to Professor Hoàng Văn Vân, and Associate Professor Phan Văn Hòa for their advice in the first steps of the research paper, saving me from confusion My heartfelt gratitude goes to Associate Professor Tôn Nữ Mỹ Nhật for her astute comments and encouragement I would like to express my deepest appreciation to the University of Foreign Language Studies, The University of Danang and the Faculty of English for their generous support and timely assistance Finally, I am indebted to my family for their love, care and sacrifice; and to my colleagues and friends for all their encouragement and untiring assistance iii ABSTRACT Over the past three decades, the International English Language Testing System (IELTS) has been considered as the preferred test to assess English language proficiency of non-native English speakers With a view to improving the quality of IELTS candidates’ answers to the academic writing test, the thesis addresses three aspects of meaning, namely textual, interpersonal and experiential meaning in formulating IELTS Academic essays based on the Systemic Functional Theory developed by Halliday (1994), and Halliday and Matthiessen (2004, 2014) A descriptive method accompanied by qualitative and quantitative approaches was used to give a detailed description of three kinds of meaning in relation to the band descriptors 180 sample essays with band scores of 7.0-7.5 and others rated were selected as data for text analysis The findings revealed that the prevailing types of Themes deployed in the essays were multiple Themes, demonstrating high levels of English proficiency among IELTS writers in constituting a message It is also noticeable that more successful IELTS writers favoured marked topical Themes and exhibited tactical manipulation of thematic progression to arrange information logically in the text From the perspective of interpersonal metafunction, successful writers were good at building up and maintaining appropriate relationships with examiners thanks to appropriate modality and mood choice In terms of experiential meaning, the writers employed more clause complexes than clause simplexes to specify the type of interdependency in the texts From the findings, it is recommended that IELTS writers should choose clause complexes over clause simplexes, make good use of cohesive devices, modality and mood choice, different types of interdependency as well as deploy multiple Themes In particular, more marked Themes, and subtly a few interpersonal Themes are suggested to be deployed in order to create logical connections between experiential events and to make the writing more academic It is obvious that IELTS test-takers with better insights into the salient linguistic features of IELTS essays in terms of thematic structure, cohesion, mood, modality, logico-semantic relation and transitivity can produce a piece of writing in accordance with the IELTS community expectation, thus reaching the perceived and desired IELTS band score iv TABLE OF CONTENTS CHAPTER ONE INTRODUCTION 1.1 Rationale .1 1.2 Aims and Objectives of the Study .3 1.2.1 Aims 1.2.2 Objectives 1.3 Research Questions 1.4 Scope of the Study 1.5 Significance of the Study 1.6 Organization of the Thesis .6 1.7 Terminology CHAPTER TWO 11 LITERATURE REVIEW AND THEORETICAL BACKGROUND 11 2.1 Literature Review 11 2.1.1 Review of Systemic Functional Linguistics 11 2.1.2 Review of Studies Related to Academic Writing in the light of Systemic Functional Linguistics 13 2.1.3 Review of IELTS Academic Writing Studies 16 2.2 Theoretical Background 19 2.2.1 IELTS Writing as Academic Writing .19 2.2.1.1 Academic Writing .19 2.2.1.2 The IELTS Test 20 2.2.1.3 IELTS Writing as Academic Writing 22 2.2.2 Discourse Analysis through Systemic Functional Linguistics 30 2.2.3 Context: Culture and Situation 30 2.2.4 The Three Metafunctions 33 2.2.4.1 Textual Metafunction 34 2.2.4.2 Interpersonal Metafunction 46 2.2.4.3 Experiential Metafunction 52 2.3 Summary 61 CHAPTER THREE 62 v RESEARCH METHODOLOGY 62 3.1 Research Design .62 3.2 Research Methods 63 3.3 Data Collection 64 3.3.1 Criteria for Collecting Data 64 3.3.2 Description of Sampling 65 3.4 Data Analysis 67 3.4.1 Clause and Above the Clause 67 3.4.2 The Coding Scheme 68 3.5 Analytic Framework 73 3.6 Reliability and Validity 74 3.7 Summary 75 CHAPTER FOUR 76 TEXTUAL MEANING IN IELTS ACADEMIC SAMPLE ESSAYS 76 4.1 Thematic Structure 76 4.1.1 Types of Themes 76 4.1.1.1 Marked and Unmarked Theme 77 4.1.1.2 Topical, Interpersonal and Textual Theme 80 4.1.1.3 Simple and Multiple Theme 84 4.1.2 Thematic Progression .87 4.2 Cohesion 95 4.2.1 Grammatical Ties 96 4.2.1.1 The Use of Reference 96 4.2.1.2 The Use of Substitution .98 4.2.1.3 The Use of Ellipsis 99 4.2.1.4 The Use of Conjunction 99 4.2.2 Lexical Ties 101 4.2.2.1 The Use of Reiteration 101 4.2.2.2 The Use of Collocation .103 4.3 Textual Meaning in Relation to the IELTS Band Descriptors 108 4.4 Summary 110 CHAPTER FIVE 112 INTERPERSONAL MEANING IN IELTS ACADEMIC SAMPLE ESSAYS 112 vi 5.1 Mood Structure 112 5.2 Modality 114 5.3 Interpersonal Meaning in Relation to the IELTS Band Descriptors 122 5.4 Summary 123 CHAPTER SIX 125 EXPERIENTIAL MEANING IN IELTS ACADEMIC SAMPLE ESSAYS 125 6.1 Logico-Semantic Relation Analysis 125 6.1.1 Taxis System 125 6.1.2 Logico-Semantic System .132 6.2 Transitivity Structure 137 6.3 Experiential Meaning in Relation to the IELTS Band Descriptors 144 6.4 Summary 146 CHAPTER SEVEN 148 CONCLUSION 148 7.1 Conclusions .148 7.2 Implications 150 7.3 Limitations 153 7.4 Suggestions for Further Research 154 PUBLICATION LISTS 155 REFERENCES 156 APPENDIX A: SOURCES OF DATA 175 APPENDIX B: SUMMARY OF TABLE OF CONJUNCTIVE RELATIONS 188 vii LIST OF ABBREVIATIONS AND SYMBOLS CEFR Common European Framework of Reference IELTS The International English Language Testing System MOET Ministry of Education and Training NFL Vietnam’s National Foreign Language Project SFG Systemic Functional Grammar SFL Systemic Functional Linguistics TOEFL Test of English as a Foreign Language || clause divider ||| clause complex divider ^ clause conjunction α , β, Ɣ hypotactic related clauses 1, 2, 3,… paratactic related clauses ’ Idea ” Locution + Extension = Elaboration X Enhancement […] Embedding viii LIST OF TABLES Table 2.1 IELTS Task Writing band descriptors (public version) .28 Table 2.2 Conjunctive adjuncts 37 Table 2.3 Mood adjuncts 38 Table 2.4 Types of grammatical and lexical cohesion .40 Table 2.5 Giving or demanding 47 Table 2.6 Realization of modality in English 51 Table 2.7 Examples of verbs serving as Process in material clauses 54 Table 2.8 Examples of verbs serving as Process in mental clauses 55 Table 2.9 Examples of verbs serving as Process in relational clauses 56 Table 2.10 Examples of verbs serving as Process in behavioural clauses 57 Table 2.11 Examples of verbs serving as Process in verbal clauses 57 Table 2.12 Examples of verbs serving as Process in existential clauses 58 Table 2.13 Clauses in paratactic and hypotatic clause complexes 59 Table 2.14 Basic types of clause complexes .61 Table 3.1 Coding scheme 68 Table 3.2 Abbreviation for data analysis 69 Table 4.1 Cohesive ties 95 Table 4.2 Grammatical ties 96 Table 4.3 Lexical ties 101 Table 4.4 Textual meaning in relation to the IELTS band descriptors 109 Table 5.1 Mood types 112 Table 5.2 Speech function 113 Table 5.3 Interpersonal meaning in relation to the IELTS band descriptors 123 Table 6.1 Distribution of clause simplexes and clause complexes 126 Table 6.2 Distribution of logico-semantic relation 132 Table 6.3 Distribution of logico-semantic relation (Corpus 1) .133 Table 6.4 Distribution of logico-semantic relation (Corpus 1- Discussion essays) .133 Table 6.5 Distribution of logico-semantic relation (Corpus 1- Exposition essays) 133 ix Table 6.6 Distribution of logico-semantic relation (Corpus 2) .134 Table 6.7 Distribution of logico-semantic relation (Corpus 2- Discussion essays) .134 Table 6.8 Distribution of logico-semantic relation (Corpus 2- Exposition essays) 134 Table 6.9 Experiential meaning in relation to the IELTS band descriptors 145 176 1.14.http://www.ielts-practice.org/band-9-ielts-essay-sample-to-learn-about-othercountries-it-is-important-to-travel-to-them/ 1.15 http://www.ielts-practice.org/band-9-essay-sample-schools-should-rewardstudents-who-show-progress/ 1.16 http://www.ielts-practice.org/band-9-essay-sample-teachers-should-stopgiving-homework/ 1.17 http://ieltsmaterial.com/ielts-writing-actual-test1.18.http://www.ielts-practice.org/some-people-think-that-youngsters-should-getinvolved-in-community-work-band-9-ielts-essay-sample/ 1.19 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http://www.ielts-practice.org/band-7-essay-sample-government-should-takemeasures-to-improve-peoples-health/ 27 http://www.ielts-practice.org/some-people-say-that-excessive-noise-shouldbe-a-criminal-offence-band-7-ielts-essay-sample/ 183 28 http://www.ielts-practice.org/some-people-think-that-it-is-better-to-spendmoney-to-eliminate-the-cause-of-crime-band-7-5-ielts-essay-sample/ 29 http://www.ielts-practice.org/some-people-think-that-the-best-way-to-reducecrime-is-to-give-longer-prison-sentences-band-7-5-ielts-essay-sample/ 30 https://www.ielts-practice.org/band-7-essay-sample-there-should-be-fixedpunishments-for-each-crime/ May, P (2004) IELTS Practice Test Cambridge University Press 2 McCarter, S (2006) Academic Writing Practice for IELTS Intelligene http://www.ielts-practice.org/students-should-be-primarily-taught-academicsubjects-so-that-they-can-pass-exams-band-7-ielts-essay-sample/ http://www.ielts-practice.org/every-year-several-languages-die-out-band-7-5ielts-essay-sample-2/ http://www.ielts-practice.org/ensuring-that-children-have-regular-physicalexercise-is-the-responsibility-of-parents-band-7-5-ielts-essay-sample/ https://www.ielts-practice.org/poor-students-find-it-difficult-to-get-universityeducation-band-7-5-ielts-essay-sample/ https://www.ielts-practice.org/high-school-students-should-be-taught-moneymanagement-band-7-5-ielts-essay-sample/ https://www.ielts-practice.org/for-centuries-important-parts-of-education-haveremained-such-as-reading-writing-and-maths-band-7-ielts-essay-sample/ https://www.ielts-practice.org/punishment-is-necessary-to-help-children-learnthe-distinction-between-right-and-wrong-band-7-ielts-essay-sample/ 10 http://www.ielts-practice.org/band-7-5-ielts-essay-sample-education-focuseson-facts-rather-than-practical-skills/ 11 https://www.ielts-practice.org/band-7-essay-sample-punishment-is-necessaryto-help-children-learn-the-difference-between-right-and-wrong/ 12 https://www.ielts-practice.org/band-7-ielts-essay-sample-is-smackingchildren-the-best-form-of-discipline/ 13 https://www.ielts-practice.org/band-7-5-essay-sample-schools-are-giving-toomuch-importance-to-traditional-subjects-like-history/ 184 14 https://www.ielts-practice.org/band-7-essay-children-are-forced-to-studyeven-in-their-leisure-time/ 1.5 https://www.ielts-practice.org/ielts-band-7-5-essay-samples-moneymanagement-skills-should-be-taught-at-schools/ 16 https://www.ielts-practice.org/band-7-essay-samples-it-is-better-to-studyabroad/ 17 https://www.ielts-blog.com/ielts-writing-samples/ielts-essays-band-7/ieltsessay-topic-should-students-travel/ 18 Wyatt, R (2013) Complete IELTS Cambridge University Press 19 Milton, J et all (2003) IELTS Practice Test NXB TP HCM 20 http://www.ielts‐exam.net 21 http://www.ielts-practice.org/band-7-5-essay-sample-public-libraries-are-nolonger-required/ 22 http://www.ielts-practice.org/most-employers-do-job-interviews-beforeoffering-a-position-to-a-person-band-7-5-ielts-essay-sample/ 23 http://www.ielts-practice.org/women-will-play-an-increasingly-importantrole-at-workplace-in-future-band-7-ielts-essay-sample/ 24 http://www.ielts-practice.org/band-7-ielts-essay-sample-artists-shouldreceive-government-aid/ 25 http://www.ielts-practice.org/band-7-5-ielts-essay-sample-children-shouldengage-in-paid-work/ 26 https://www.ielts-blog.com/ielts-writing-samples/ielts-essays-band-7/ieltsessay-topic-working-kids/ 27 https://www.ielts-practice.org/band-7-5-essay-sample-changing-jobsfrequently-is-bad/ 28 https://www.ielts-practice.org/ielts-band-7-essay-sample-celebrities-earnmore-money-than-other-professionals/ 29 http://www.ielts-practice.org/young-employees-are-more-valuable-than-oldemployees-band-7-essay-samples/ 30 IELTS Write right IELTS Band 185 31 McCarter, S (2006) Academic Writing Practice for IELTS Intelligene 32 https://www.ielts-blog.com/ielts-writing-samples/ielts-essays-band-7/ieltsessay-topic-environmental-problems/ 33 http://www.ielts-practice.org/people-are-being-encouraged-to-use-alternativeenergy-sources-like-wind-ad-solar/ 34 http://www.ielts-practice.org/environmental-pollution-must-be-tackled-at-theinternational-level-band-7-5-ielts-essay-sample/ 35 https://www.ielts-practice.org/plastic-bags-should-be-banned-band-7-ieltsessay-sample/ 36 http://www.ielts-practice.org/band-7-ielts-essay-sample-restricting-air-travelis-the-only-way-to-reduce-air-pollution/ 37 https://www.ielts-practice.org/should-working-men-and-women-sharehousehold-works-band-7-ielts-essay-sample/ 38 https://www.ielts-practice.org/young-adults-are-spending-less-time-withtheir-families-band-7-ielts-essay-sample/ 39 http://www.ielts-practice.org/band-7-ielts-essay-sample-more-and-morepeople-are-living-alone/ 40 https://www.ielts-practice.org/ielts-band-7-essay-sample-young-people-aregetting-more-infleuenced-by-their-friends/ 41 http://www.ielts-practice.org/ielts-band-7-essay-samples-should-thegovernment-take-care-of-the-elderly/ 42 https://www.ielts-practice.org/ielts-band-7-essay-sample-eating-homecooked-food-is-better-than-eating-out/ 43 http://www.ielts-practice.org/there-is-an-increasing-point-of-old-peopleliving-longer-in-many-countries/ 44 http://www.ielts-practice.org/psychological-illnesses-may-not-be-as-obviousas-physical-disabilities-or-illnesses-band-7-5-ielts-essay-sample/ 45 http://www.ielts-practice.org/the-average-standard-of-peoples-health-islikely-to-be-lower-in-the-future-band-7-5-ielts-essay-sample/ 186 46 http://www.ielts-practice.org/doctors-should-be-responsible-for-educatingtheir-patients-about-health-band-7-5-ielts-essay-sample/ 47 http://www.ielts-practice.org/band-7-essay-about-increasing-tax-on-fastfoods/ 48 https://www.ielts-blog.com/ielts-writing-samples/ielts-essays-band-7/ieltsessay-topic-smoking-in-public-places/ 49 http://www.ielts-practice.org/the-only-way-to-solve-the-increasing-crimerate-of-young-offenders-is-to-teach-parents-better-parenting-skills-band-7-ieltsessay-sample/ 50 http://www.ielts-practice.org/some-people-think-that-the-government-iswasting-money-on-arts-band-7-ielts-essay-sample/ 51 https://www.ielts-practice.org/band-7-ielts-essay-sample-more-and-morepeople-are-living-alone/ 52 http://www.ielts-practice.org/band-7-essay-sample-juveniles-committingserious-crimes-should-be-punished-in-the-same-way-as-adults/ 53 http://www.ielts-practice.org/band-7-5-essay-sample-modern-inventionscause-more-problems-than-solutions/ 54 http://www.ielts-practice.org/band-7-5-essay-sample-should-wealthy-nationsshare-their-wealth-among-poor-nations/ 55 http://www.ielts-practice.org/band-7-5-essay-sample-developed-nationsshould-give-financial-aid-to-undeveloped-nations/ 56 http://www.ielts-practice.org/ielts-band-7-essay-sample-is-capitalpunishment-justified/ 57 https://www.ielts-practice.org/popular-international-sporting-events-areessential-for-easing-international-tensions-band-7-ielts-essay-sample/ 58 http://www.ielts-practice.org/an-increasing-number-of-people-are-now-usingdating-sites-to-meet-their-better-halves-band-7-ielts-essay-sample/ 59 http://www.ielts-practice.org/some-people-think-that-social-networking-siteshave-a-huge-negative-impact-on-both-individuals-and-society-band-7-5-ielts-essaysample/ 187 60 https://www.ielts-practice.org/many-people-believe-that-social-networkingsites-such-as-facebook-have-a-huge-negative-impact-on-people-band-7-ielts-essaysample/ 188 189 190 ... experiential meaning in IELTS Academic sample essays A comparative analysis of this kind of meaning in the two corpora in relation to IELTS Task band descriptors, and their lexical grammatical realizations... CHAPTER FOUR: TEXTUAL MEANING IN IELTS ACADEMIC SAMPLE ESSAYS This chapter provides the results of the data analysis concerning the textual meaning in IELTS Academic sample essays followed by a. .. aimed at identifying the linguistic features of IELTS sample essays, particularly the experiential meaning, interpersonal meaning and textual meaning in the light of functional grammar with a