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研究生(外文):Kuan-ru Lin
論文名稱(外文):An Analysis of Texts of the DRET Based on the Texual Metafunction in Systemic Functional Linguistics
指導教授(外文):Chun-mei Shieh
外文關鍵詞:discourse structure testtextual metafunctiondepartment required English testtext analysisthematic progressionsystemic functional linguisticsTheme-Rheme structure
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Considerable research on Joint College Entrance Examinations (JCEE) has shown that superior reading ability serves as a crucial index to successful test-takers in Taiwan. Therefore, in 2002 the Department Required English Test (DRET) began incorporating a new individual test component called the Discourse Structure Test (DST). It is a gap-filling cloze-type test, similar to a rational cloze test, in which the test-takers have to choose sentences or phrases from among several alternatives to restore a text. In order to solve the test problems, it is important that test takers have the concept of texture to look for clues and organize meanings beyond the sentence level at the stratification of text structure. However, research done on the application of textual metafunction in analyzing and interpreting DST is rare. Therefore, the aim of this study is to explore Theme-Rheme relationship and thematic progression in the texts. This research adopts a discourse analysis method and collects the years of 2002 to 2008 DSTs as corpus data. The quantitative analysis of the corpus data is conducted and the results are represented by descriptive statistics. The results of this study show that unmarked theme and constant thematic progression (TP) type distribute most. As for cohesive devices, in terms of reference, personal reference predominates the frequency of occurrence. Of all the lexical cohesive ties, items of the same word are found to appear most frequently. As for the outcome of conjunctive cohesion, additive and temporal conjunctions significantly rank higher than other types’ frequencies. This study hopes to utilize the textual metafunction as a base to provide learners an entry to approach written discourse, as well as to understand the distribution of information, through the analysis of marked and unmarked theme, TP and cohesive devices in texts. To put it further, the research findings have pedagogical implications for English instruction and language testing.
Table of Contents
Abstract(Chinese) i
Abstract ii
Acknowledgements iv
Table of Contents v
Tables vii
Figures viii
Introduction 1
Background and Motivation 1
Problem Statement 5
Purpose of the Study 6
Research Questions 7
Significance of the Study 7
Definitions of Key Terms 8
Organization of the Thesis 11
Literature Review 13
An Introduction to SFL 13
The Historical Development of SFL 13
The Nature of SFL 14
Stratification. 15
Contexts. 17
Three Metafunctions. 19
The Textual Metafunction 22
Theme and Rheme 22
Functions of the Marked Theme 23
Unmarked and Marked Theme 24
Thematic Progression (TP) 26
Text Types in Relation to TP 32
Cohesive Devices 33
Reference. 33
Conjunction. 35
Lexical Cohesion. 35
Relevant Studies on Theme/Rheme of the Textual Metafunction 37
Methodology 40
The Description of the Method Chosen 40
Data Collection 41
Source of Data 41
A Brief Introduction to the Chosen Texts 42
Data Analysis 43
Identifying Cohesive Ties in Texts 44
Discriminating Unmarked and Marked Theme 46
Ways to Present the Results of Data Analysis 47
Overall Framework of the Method 47
Results and Discussion 49
Results 49
Research Question 1 49
Research Question 2 52
Research Question 3 55
Research Question 4 60
Discussion 62
The Use of marked theme in the DSTs of DRET 62
TP Categories in the DSTs of DRET 64
Reference and Lexical Cohesion Distribution in the DSTs of DRET 65
Conjunction Distribution in the DSTs of DRET 67
Conclusion 69
Major Findings 69
Limitations of the Study 70
Pedagogical Implications 71
Suggestions for Further Research 74
References 76
Appendix A: Text 1 to Text 8 89
Appendix B: Theme Analysis of Text1 to Text 8 (categorized) 96
Appendix C: Thematic Progression Analysis of Text1 to Text 8 (categorized) 108
Appendix D: Reference and Lexical Cohesion Analysis of Text1 to Text 8 113
Appendix E: Analysis of Conjunction from Text 1 to Text 8 123
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