INTRODUCTION
Rationale of the study
Thematic progression plays a vital role in enhancing the focus and flow of information within a text, as noted by researchers such as Carter-Thomas (1999), Paltridge (2006), and Sade (2007) This concept refers to how the theme of a clause can connect to or reiterate meanings from previous themes or rhemes, contributing to a coherent narrative (Paltridge, 2006, p 148) The exploration of thematic progression is particularly intriguing due to its significant impact on textual coherence.
Thematic progression plays a crucial role in both academic and non-academic texts, making it a valuable area for further exploration The English textbook Tiếng Anh 10, book 1, like other upper-secondary school materials in Vietnam, encompasses various text types, including narratives, opinions, explanations, and informal letters Analyzing the specific positioning of themes and rhemes within these texts can provide insights into the writer's strategies for engaging readers This study aims to uncover the thematic structure and progression patterns in these texts, contributing to fields such as translation and discourse analysis Moreover, the findings will offer significant implications for writing, helping individuals understand how to effectively compose different text types while adhering to academic language conventions.
The study of thematic progression in the textbook "Tiếng Anh 10, Book 1" is essential for enhancing the writing skills of both teachers and learners It emphasizes the significance of thematic progression in writing, aiding educators and students in understanding its role Additionally, this research benefits book compilers by guiding them in the selection of appropriate texts, ultimately enriching the linguistic landscape of English language teaching and learning.
Significance of Research
First and foremost, the study provides the researcher herself and all other
This thesis offers valuable insights into the realization of theme and thematic progression in the texts of the textbook Tiếng Anh 10, book 1, making it a useful reference for MA students and linguistic researchers interested in this area of study.
This thesis analyzes the themes and thematic progression patterns in the reading texts of the Tiếng Anh 10, book 1 textbook, offering valuable insights for English teachers and learners By understanding these organizational elements, educators can create effective materials and learning activities that enhance students' comprehension of English texts and improve the cohesion of their writing As a result, students can develop their English skills comprehensively.
The study highlights the connection between thematic progression and the topics of reading texts, suggesting that book compilers should 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
3 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 examines thematic progression in the textbook "Tiếng Anh 10, Book 1," utilized in various senior high schools in Vietnam during the first semester The study is guided by two key research questions aimed at exploring the thematic structure within the selected educational material.
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 presents a focused investigation into thematic progression within reading texts from the textbook "Tiếng Anh 10, Book 1." The analysis is based on fifteen non-conversational texts sourced from this textbook, published in 2016 through a collaboration between the Vietnamese Education Publishing House and 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) Primarily, theme is viewed as a topic, with Halliday (1994, p 38) providing a foundational definition of this concept (cited in Yang, 2008).
The article discusses the concept of "Topic" as a crucial element in communication, emphasizing its role as the starting point for a speaker's message According to Halliday (1994, cited in McCabe, 1999), the term "Topic" specifically pertains to a distinct type of theme Additionally, theme is characterized as the sentence element that possesses the lowest degree 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 language, theme is defined as the core subject of a message, as highlighted by Halliday (1994) and further explored by Erdmann (1990) While there are four primary categorizations of theme, Halliday and Hassan (1976) also describe it as a semantic resource that connects a sentence to prior context Importantly, in English, the theme is consistently positioned at the beginning of the clause, as noted by Eggins (2004) and Halliday & Mathiessen (2004).
In a sentence, the theme introduces the main idea, while the rheme develops it by providing new or unfamiliar information that the writer assumes the reader does not already know This progression of ideas is crucial for understanding the argument being presented The distinction between theme and rheme can be identified by their positions within a clause, with the theme appearing first and the rheme following it.
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 concept can be categorized into four distinct uses (McCabe, 1999) Primarily, theme is viewed as a topic, with Halliday (1994, p 38) providing a foundational definition of this perspective, as referenced by Yang (2008).
The article discusses the concept of "Topic" in communication, highlighting its significance as the starting point for the speaker's message According to Halliday (1994, cited in McCabe, 1999), "Topic" specifically refers to a distinct type of theme Additionally, Firbas defines "theme" as the sentence element or elements that possess the lowest degree of Communicative Dynamism (CD) within a sentence.
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 addition to the four categorizations of theme, Halliday and Hassan (1976) define it as semantic resources that connect a sentence to prior context This paper adopts Halliday's perspective, viewing theme as the core subject of the message In English, the theme is consistently positioned at the beginning of the clause (Eggins, 2004; Halliday, 1994; Halliday & Mathiessen, 2004).
In a clause, the theme is presented first, setting the context, while the rheme follows, introducing new and unfamiliar information crucial for understanding the argument's progression This structure highlights the importance of rheme as it conveys essential knowledge that the writer assumes the reader is not already aware of Recognizing the distinct positions of theme and rheme enhances comprehension of the overall message.
Types of themes
The concept of theme, despite its debated definition, can be categorized into three types: topical or ideational, textual, and interpersonal The topical theme serves as a key element within a clause, representing a participant, circumstance, or process.
A topical theme can be introduced by either an interpersonal theme, a textual theme, or both The interpersonal theme includes elements such as vocatives, modal adjuncts, finite verbal operators, and polarity adjuncts, which establish the speaker's perspective within the clause On the other hand, textual themes consist of continuatives, conjunctions, and conjunctive adjuncts that precede the topical theme Additionally, the presence of a rheme in a clause or sentence is equally significant, as it contributes to the overall meaning and structure.
Themes can be categorized based on their complexity into simple, multiple, and clausal themes According to Halliday (2000), a simple theme contains a single structural constituent, while a multiple theme includes two or more constituents Halliday further classifies multiple themes into textual, interpersonal, and ideational (or topical) themes The textual theme facilitates cohesion by linking different parts of the discourse and encompasses continuative, structural, and conjunctive elements The interpersonal theme conveys the speaker's mood or subjective judgment through vocatives, modal words, or mood-marking expressions Lastly, the topical element identifies the sentence's subject and can be represented by participants, circumstances, or processes within the transitivity system, which distinguishes between the external and internal experiences of individuals.
Examples (1) through (5), which are simplified versions of corpus examples, provide an illustration of the type of themes found in the corpus
Acupuncture is one of the oldest medical treatment in the world
At schools She was very interested in her Geography
(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, as first formalized by Daneš in 1974 He introduced TP to describe how subsequent discourse reuses previous Themes or Rhemes according to an overarching textual plan This concept links the arrangement of themes and rhemes to the hierarchical structure of a text and its rhetorical objectives Daneš's significant contribution lies in expanding the notion of theme beyond a single utterance to encompass the inner connectivity of texts, positing that text connectivity is represented through thematic progression This involves the selection and organization of utterance themes, their interrelation and hierarchy, and their connection to larger text units like paragraphs and chapters Ultimately, thematic progression serves as the foundational framework 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 highlighted by Paltridge (2006), refers to how the Theme of a clause can build upon or reiterate meanings from previous Themes or Rhemes This concept is essential for understanding the overall flow of information in a text, as noted by Carter-Thomas (1999).
The concept of "thematic progression" varies in definition among scholars, yet all interpretations emphasize the importance of guiding readers and speakers through the text's development Effective texts often incorporate elements from the rheme of one clause to enhance clarity and coherence.
Thematic progression, also known as thematic development, involves the organization of a text by either introducing a theme in one clause and then elaborating on it in subsequent clauses or by reiterating key meanings from previous themes This technique enhances coherence and clarity in writing.
Since the introduction of Textual Production Processes (TPPs), linguists both domestically and internationally have engaged in extensive discussions about this theory, while others have proposed their own interpretations 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 taken from preceding Rhemes In contrast, the constant pattern maintains the same or similar Theme throughout the text Lastly, the derived hyperthematic progression involves Themes that are based on a hypertheme, which can be a title or overarching topic.
In her 1987 analysis of biomedical slide talks, Dubois categorized discourse progression into two primary types based on Daneš' typology: constant progression, where a new theme builds on previous themes (themic), and linear progression, where a theme arises from a preceding rheme (rhemic) Additionally, she introduced new types to account for non-contiguous progressions, highlighting the complexity of thematic development in presentations.
Daneš' account highlights the concept of gapped themes, where the theme is derived from statements that are not directly adjacent It also presents various realizations of both contiguous and gapped types, allowing the origin of the theme to connect to different parts of the text Additionally, multiple themes can be formed through integration, combining two or more previous elements, or through separation, which involves 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 the constant theme pattern, involves the repetition of the initial theme at the beginning of subsequent clauses, often referred to as the parallel pattern The second pattern is the zigzag or linear theme pattern, which presents a different approach to thematic progression.
In linguistic structure, the theme of one clause can serve as the theme for the following clause, creating a cohesive flow Alternatively, the multiple theme or split rheme pattern allows for a clause's rheme to consist of several components, each of which can be developed as the theme in subsequent clauses This approach enhances the complexity and richness of the discourse.
According to Paltridge (2006), a linear theme occurs when the subject matter in the rheme of one clause is taken up in the theme of the following clause Additionally, Paltridge defines a constant theme, also known as theme reiteration, where the initial theme is repeated at the beginning of the next clause, indicating that each subsequent clause will relate to this theme (Paltridge 2006, p 148).
Multiple theme or split rheme progression allows a rheme to encompass various pieces of information, each of which can serve as a theme in subsequent clauses (Paltridge, 2006, p 150) This structure enhances the coherence and flow of information, facilitating a more engaging and organized presentation of ideas.
Van Dijk has expanded the application of thematic progression types in scientific texts by identifying two key patterns: Parallel structure and Chain structure (Huang, 1988) Additionally, Xu (1982) proposed four thematic progression models: the parallel pattern, the continuous pattern, the concentrated pattern, and the 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 types The concept of hypertheme was identified as poorly defined, making it challenging to determine what constitutes a Theme derived from it In our analysis, we categorized all Themes not previously mentioned by the writers as new, excluding those linked to a hypertheme Some of these new Themes are relatively "newer," as they pertain to objects or concepts relevant to the writers' context However, our focus was not on establishing a hierarchy of givenness or saliency beyond the text itself, leading us to set aside the progression category associated with hyperthemes.
As shown in Figure 2, simple linear and simple constant TPPs could be either contiguous or gapped In example (6), the elements from the rheme of the
11 previous clause are replaced into the theme of the following clause It is contiguous because the theme is picked up from the immediately preceding rheme
A 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 contemporary instruments such as electric guitars and organs.
Previous studies
Numerous studies on thematic progression have been conducted, with notable works by Astuti, Suryani, and Kurniati (2010), Hawes (2010), and others Some researchers, such as Simpson (2000), emphasize contrastive analyses of thematic progression patterns, which have been further explored in the context of translation by Rứrvik (2003).
Recent studies have explored the significance of thematic progression in various culturally-academic writing contexts, including Skripsi by English Education students at Muria Kudus University, Christian discourse in Nigeria, and official communications from Indonesia's Ministry of Culture and Tourism Research has also investigated the relationship between thematic progression and rhetorical structure, as well as its impact on the effectiveness of the Discourse Structure Test (DST) and the development of coherent and cohesive academic writing Additionally, thematic progression plays a crucial role in teaching 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 structures (2006, 2007), Nguyen Thi Nguyet Minh's investigation of Theme and Rheme in Electronic News Headlines (2011), and Nguyen Thi Hanh's research on political speeches (2012) Additionally, Dang Thi Thanh Thuy analyzed theme-rheme structures in poetry (2012), while Vu Thi Thanh Nga examined cohesive ties in O Henry's "The Last Leaf" (2013) Duong Thuy Le and Wijitsopon (2013) explored cohesion in Vietnamese EFL students' argumentative essays through thematic progression analysis However, there is a lack of research on 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 Themes and exploring Thematic Progression patterns It reviews significant studies on Thematic Progression by renowned scholars both internationally and in Vietnam, providing valuable insights into the research topic However, there remains a scarcity of studies focusing on Thematic Progression in reading texts from textbooks This gap 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 textbook "Tiếng Anh 10, Book 1" is designed for 10th-grade students in Vietnamese upper-secondary schools during the first semester Published by the Vietnam Education Publishing House and Pearson Education in 2016, this second edition features a carefully curated selection of non-conversational texts The included texts encompass narrative, expository, argumentative formats, as well as informal letters, with three texts analyzed from each topic to enhance learning outcomes.
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 within specific texts In line with Sandelowski's (2000) assertion that all inquiries involve description and interpretation, the study conducts a discourse grammar analysis of the textbook "Tiếng Anh 10," episode 1, utilizing a Systemic Functional Linguistic (SFL) framework (Dubois, 1987; Halliday, 1994; Halliday & Matthiessen, 2004) The analysis is based on data from five units of the 2016 edition of "Tiếng Anh 10," comprising 15 non-conversational texts, with theme-rheme identification following Halliday's model Additionally, Thematic Progression patterns are 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
3 Simple contiguous constant 4 Simple gapped constant
8 Multiple: Separation (rhemic, gapped) According to Dubois (1987), the TPP is simple linear when the elements
In discourse analysis, the transition from the rheme of one clause to the theme of the next can be classified as either contiguous or gapped, depending on whether the theme follows immediately The Theme-Rheme Progression (TPP) is characterized by the repetition of meanings from one clause's theme to subsequent themes, which can also be contiguous or gapped Integration and separation of themes may result in multiple themes, which can be categorized as themic or rhemic based on their origins The multiple constant TPP, arising from themic integration, may occur right after the elements are introduced or with intervening material, while the multiple linear TPP, stemming from rhemic separation, originates from a previous rheme containing multiple 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 and subsequently selected three reading texts from each unit for analysis, culminating in a total of 15 non-conversational texts of varying lengths These texts cover diverse topics such as family life, personal health, music, community improvement, and inventions, and include narrative, argumentative, expository formats, as well as advice-seeking and advice-giving letters According to Wu (2003), expository texts present information in a detailed and structured manner, while narrative texts tell stories through a series of events linked by causal or thematic relationships, typically comprising four key components: setting, theme, plot, and resolution Wu also notes that both narrative and expository texts are frequently utilized in educational settings.
The printed textbook of English 10, Book 1, is essential for selecting relevant data In addition to this resource, tools such as calculations, statistics, tables, and numeration are effectively used 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 theme selection and thematic progression patterns Initially, the texts were analyzed to clarify theme selection, followed by a quantitative analysis using Excel software to determine the frequencies and percentages of different theme types and their progression patterns The results were presented in tables and figures, showcasing the distribution rates of each theme type Subsequently, the study identified distinctive characteristics of each thematic progression pattern, compared them, and generalized the findings to provide a comprehensive overview of the thematic progression throughout the textbook.
The analysis of the corpus focused on topical themes, examining their connections to prior text elements Themes lacking such connections were deemed new, often related to the situational context However, without considering extralinguistic material, the "new" category encompasses various types If a theme is linked to earlier conversation elements through identification or semantic relationships (like synonymy or hypernymy), it can be classified accordingly Additionally, there exists a Syntactic type, which includes expletive pronouns such as "it" or "there" that serve as grammatical subjects without specific referents.
Summary
In this chapter, the author has provided readers with an overview about the methodology of the research In the first part of the chapter, the researcher gives a
This chapter provides a comprehensive overview of the data corpus and research methodologies employed in the study It outlines the analytical framework utilized, along with a detailed description of the data collection and analysis procedures Subsequent chapters will delve into the findings derived from the data analysis, offering an in-depth discussion of the results.
FINDINGS AND DISCUSSION
General findings
Following the analysis of 15 texts, we assessed frequencies and percentages to identify various theme types and thematic progression patterns The findings regarding theme types are detailed in Table 1, while Table 2 presents the results of the thematic progression patterns.
Table 1 Theme selection in the corpus
Table 2 Thematic progression patterns in the corpus
Constant (themic) Linear (rhemic) Other
Separation Cont Gap Cont Gap Cont Gap Cont Gap New Synt
Table 1 illustrates the distribution of theme types across fifteen texts, revealing that the most prevalent theme type is the topical theme, with a total of 210 occurrences found in every clause The textual theme follows in second place with 72 instances, while the interpersonal theme ranks last with only 5 occurrences Additionally, the analysis shows that simple themes, totaling 135, are utilized more frequently than multiple themes, which number 75, reflecting the texts' emphasis on brevity and directness.
The analysis of thematic progression in the texts reveals a total of 117 patterns, comprising 59 constant patterns (50.43%), 32 linear patterns (27.35%), and 26 other patterns (22.22%) These findings indicate that the most frequently utilized thematic progression pattern in the texts is the constant pattern.
The 10th-grade English textbook, Book 1, primarily features a consistent thematic progression pattern, with the simple constant pattern being the most prevalent In addition, the simple linear pattern is the most commonly utilized in linear thematic progression Notably, contiguous thematic progression appears more frequently than gapped progression in both patterns.
Textual analysis
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
Mrs Hang's family, consisting of her husband, daughter, and son, collaborates to share household chores, aiming to make Mother's Day special for her The article highlights a total of 11 themes, with 6 being simple themes (54.54%) and 5 representing 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, with constant TPPs comprising 66.67% and new thematic patterns making up 33.33% The primary TPP features a simple contiguous pattern centered on the main character, Mrs Hang, whose presence is reinforced through the use of the personal pronoun "she." The second pattern introduces a new topical theme, "today," juxtaposed with the textual theme "but," indicating that today is unique compared to ordinary days The third TPP is a simple gapped constant pattern, reiterating Mrs Hang's theme and highlighting that her activities today differ from her usual routine The fourth pattern introduces "her husband and her children," which is unrelated to previous themes, emphasizing their role in supporting her The fifth pattern, also a simple gapped constant, details Mrs Hang's specific action of watching TV Finally, the last pattern, featuring the topical theme "everybody in the family," synthesizes information about her family members, illustrating their collective effort to share household chores and create a special day for her.
As a whole, the simple theme and the constant pattern are the most frequently used ones in this text Especially, the most prominent TPP of the text is
22 contiguous multiple constant pattern Thank to this TPP, information about the housework sharing of Mrs Hang‘s family is progressed and completed
Lam's family actively collaborates in sharing household chores, highlighting the importance of teamwork in maintaining a harmonious home The TPPs (Theme, Process, Participants) from text 2 are visually represented in figure 4, while the frequency of these TPPs 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, with a significant emphasis on 12 simple themes, which dominate the content at 80% Notably, the analysis shows the absence of any interpersonal themes, highlighting that simple themes represent the predominant focus of the text.
From table 4, it can be seen that there are eight thematic progression patterns in the text including 6 constant patterns, 2 linear patterns and 1 new pattern The
23 percentages are 62.5 %, 25% and 12.5 % respectively The result reports that the writer tends to use constant (themic) patterns more often than linear ones
The article discusses various patterns used in a text about Lam's family dynamics The first pattern features a simple contiguous linear structure, introducing the personal pronoun "I" as the theme and "my parents, my younger sister, and I" as the rheme, indicating Lam's intention to share insights about his family It then provides background information, transitioning to a multiple contiguous linear TPP where the rheme "all very busy people" is divided among the themes "both my parents" and "my sister and I," explaining the reasons for their busyness The text further employs a simple gapped constant pattern, using "we" after "so" to illustrate how the family divides chores equally Following this, a simple contiguous constant pattern repeats the theme "he" after "my dad," detailing his contributions to the family The fifth pattern introduces "my mum" once, while the sixth TPP is a simple contiguous constant, repeating the theme "I" to list Lam's responsibilities The seventh pattern integrates "I" and "my younger sister An's responsibilities" into "my sister and I," highlighting the housework they do both separately and together Finally, the article concludes with a simple contiguous constant pattern, repeating "we" to summarize the family's collective efforts and the reasons behind their shared household 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
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 reveals that 42.11% are multiple themes, with 7 featuring additional textual themes and 1 including an additional interpersonal theme In contrast, 57.89% of the themes are simple, indicating that simple themes are more prevalent than multiple themes Additionally, the study shows that textual themes are more common than interpersonal themes.
From the table 5, it can be shown that eleven thematic patterns are identified
The article categorizes patterns into three main groups: constant, linear, and others The most significant group is constant patterns, which account for 66.66% of the total, followed by linear patterns and new patterns, both comprising 16.67%.
The article introduces the new thematic progression patterns (TPPs) centered around household chores, emphasizing their significance The initial TPP highlights "household chores," establishing the text's main focus Subsequent patterns, such as the second and third TPPs, utilize simple contiguous constant structures to elaborate on the roles of Thanh's mother and father, detailing their contributions The fourth TPP presents a linear progression that describes "the heavy things" in connection to household tasks Patterns five and six continue this theme, listing the activities of Thanh and his sister The text shifts to a linear pattern with the theme "the house," where the sister's careful cleaning is discussed Further details about Thanh and his sister's chores follow in various thematic progression patterns A pivotal moment occurs in a multiple gapped constant TPP, integrating themes from previous clauses to highlight that every family member, including Thanh, his parents, and sister, plays a role in household responsibilities The article concludes with a constant pattern that reinforces the idea of shared household duties, aimed at fostering rest and creativity among family members.
From the analysis above, it can be concluded that simple themes and constant thematic pattern especially multiple gapped TPP play a significant role in
26 developing the information of the text Thanks to it, text readers can get all information about each member of Thanh‘s family does to share the 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 article analyzes a total of 22 themes, revealing that 14 are simple themes (63.64%) while 8 are multiple themes with an additional textual theme (36.36%) Notably, there is an absence of interpersonal themes, indicating that simple themes dominate the text This prevalence of simple themes contributes to the clarity and accessibility of information for readers.
Table 6 reveals that the text identifies 12 TPPs, with constant patterns comprising 50% of the total Linear and other thematic patterns each account for 25%, highlighting the diverse structure of the findings.
The first pattern in the article presents a simple contiguous constant structure, where the main theme, "acupuncture," is reiterated in subsequent clauses While "acupuncture" and "the practice of acupuncture" are not identical, they are closely related, allowing the writer to expand on the main topic The second pattern introduces the syntactic theme "there," which lacks semantic content, indicating that the topic is pragmatically determined rather than being the subject of the clause In this instance, the topic revolves around "unanswered questions." Lastly, the third pattern is identified as a simple constant structure but is considered gapped, indicating further exploration is needed.
Acupuncture is introduced as a key topic, with a focus on scientific studies that support its effectiveness The technique involves stimulating specific acupoints, which are crucial for understanding its application The article outlines various acupoints, providing detailed information about their significance and number Additionally, it addresses the safety of acupuncture, highlighting potential side effects New themes emerge, discussing the care some individuals may require regarding their inner body parts The text continues with a structured flow of information, ensuring clarity and coherence throughout the discussion on acupuncture.
Acupuncture may not be suitable for everyone, and there are specific groups of individuals who should avoid this treatment The article outlines 28 categories of people who should refrain from using acupuncture, presenting the information in a clear and logical sequence Additionally, it concludes with a straightforward overview of the prevalence of acupuncture usage among American adults, highlighting its growing acceptance as a complementary medical practice.
The predominant themes in the text are the simple theme and the constant TPP, both of which revolve around the central topic of acupuncture, providing a comprehensive description of this practice.
In an informal letter, Scott seeks expert advice on the best foods to eat and avoid for optimal performance during his test, aiming to enhance his overall well-being and focus.
TPPs are shown in Figure 7, and the frequencies of TPPs are summarize in table 7 as follows:
Cont Gap Cont Gap New Synt
Table 7 Frequency of TPPs of Text 5
Discussion
The analysis reveals that topical themes and simple themes dominate the texts, with topical themes serving as essential elements Textual themes are classified as conventional, while interpersonal themes are deemed optional, with textual themes significantly outnumbering interpersonal themes This prevalence underscores the texts' nature, as simple themes are utilized more frequently than multiple themes The writer's preference for simple themes aims to deliver concise and key information, enabling readers to grasp the core content swiftly.
The analysis of thematic progression (TP) reveals three main categories: constant, linear, and other Generally, writers favor constant (themic) patterns over linear (rhemic) ones Among constant patterns, simple structures are more prevalent than multiple ones, and contiguous patterns are utilized more frequently than gapped patterns, a trend that also applies to linear patterns.
The prevalence of simple constant themes in writing, as noted by Abed (2010), suggests the use of straightforward explanation and description techniques This approach, characterized by repetitive phrasing, aims to reinforce key ideas (Hawes & Thomas, 1996) In the narrative texts of Tiếng Anh 10, book 1, this constant simple thematic progression serves as the backbone of the plot, where recurring themes enrich the narrative with new information This pattern is particularly effective in both introductions and conclusions, allowing writers to clearly present topics and summarize main ideas for readers However, excessive reliance on this method may result in superficial explanations, as it often fails to elaborate on the information in the rheme (Belmonte & McCabe-Hidalgo, 1998) Therefore, integrating diverse thematic progression patterns is advisable for deeper exploration of ideas.
The second highest TP pattern found in the texts is linear theme which Danes
According to McCabe (1999), the most fundamental form of thematic progression is the simple linear theme, which is essential for a text to qualify as academic Eggins (2004, as cited in Abed) further emphasizes this structure's significance in academic writing.
2010, p 80) asserts that it is necessary that an academic text have ―a high incidence
In the textbook Tiếng Anh 10, book 1, 51 cross-referential links demonstrate a linear thematic progression, which, as noted by Li & Fan (2008), enhances fluency in descriptions Belmonte and McCabe-Hidalgo (1998) highlight that this progression is typical of expositional and argumentative texts The predominant theme is a simple theme, with linear patterns, both simple and multiple, being the most common forms of thematic progression This aligns with earlier research indicating that topical themes are essential (Ho, 2011) and that simple linear themes represent the basic progression type (Danes, 1974, cited in McCabe, 1999) However, certain expository and argumentative texts in the textbook, such as text 10, also exhibit a constant pattern as a dominant progression method, showcasing a unique approach that still ensures clarity and comprehension for readers Furthermore, thematic progression patterns are culture-bound and vary across cultures; for instance, English native writers may avoid unrelated themes more than their Vietnamese counterparts This cultural influence on logic and argumentation (Kaplan, 1966) results in a distinctive thematic progression pattern in the texts of Tiếng Anh 10, book 1, compared to those from other cultures.
The least common thematic progression pattern is categorized into new and syntactic types, primarily found in advice-giving letters Analysis reveals that the most prevalent theme and thematic progression in such texts is the process theme with a new pattern This approach is utilized by the writer to effectively convey advice, often presenting various instructions or steps to guide the letter writer.
The results above show the relations between the thematic progression patterns and the topics of the texts
The analysis reveals that the predominant thematic progression pattern in family-related texts is the multiple constant pattern Initially, these texts outline the individual roles and activities of each family member, followed by a discussion of their collective interactions This structure allows for the integration of individual themes, ultimately creating a comprehensive overview of family life.
The thematic progression in texts about community, music, and health typically follows a simple constant pattern In community-focused texts, themes revolve around volunteer work, Mahatma Gandhi's advocacy for the marginalized in India, and Tilly Smith's tsunami warning that saved lives in Thailand, all centered on key figures In the music category, two texts highlight Quan Ho singing and Thu Anh's vocal achievements, maintaining a similar straightforward progression Health-related texts, discussing medical treatments and acupuncture, also exhibit a constant thematic approach Conversely, texts on inventions and technologies, such as those from Asian countries and nature-inspired innovations, often employ a multiple linear thematic progression, where the rheme is distinctly split and elaborated across several themes.
Research shows that the simple constant thematic pattern is the most prevalent in narrative texts, while the multiple linear pattern dominates expository and argumentative texts Nonetheless, some writers occasionally employ the simple constant thematic pattern as the primary structure in certain expository and argumentative pieces In letters, theme development varies, with the simple constant thematic pattern being particularly prominent in advice-giving letters.
In advice-giving letters, new thematic patterns are frequently utilized, with 53% dominance, as writers aim to provide varied suggestions and instructions on the topic The preference for new themes, particularly those featuring present verbs, enhances clarity and allows readers to easily follow the guidance offered.
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 derived 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 topical themes are the most prevalent, followed by textual themes, while interpersonal themes rank third Additionally, simple themes comprise the majority of the reading texts.
Writers often prefer using constant (themic) thematic progression patterns over linear (rhemic) ones Among both types of thematic progression, simple and contiguous patterns are utilized more frequently than multiple and gapped patterns.
The choice of thematic progression patterns is influenced by the genre and topic of texts The multiple constant pattern is prevalent in family-related content, while the simple constant pattern is predominantly found in community, health, and music texts In contrast, multiple linear patterns are more common in technology and invention discussions Regarding text genres, the simple constant pattern is the most frequently used in narrative texts, whereas multiple linear patterns dominate expository and argumentative texts Additionally, in advice-giving letters, writers tend to favor new and process themes.
In this chapter, we analyzed data from the textbook Tiếng Anh 10, book 1, revealing findings that address two research questions The results of this analysis will inform implications for English language learning and teaching, which will be discussed in the following chapter.