Rationale
Foreign language competence is crucial for young Vietnamese graduates to effectively contribute to the country's international integration Acknowledging this need, the Prime Minister approved the document titled ‘The scheme on foreign language teaching and learning in the national education system for the 2008-2020 period’ (Decision No 1400/QD-TTg, September 30, 2008) The Ministry of Education and Training (MOET) has since implemented Vietnam’s National Foreign Language 2020 Project (NFL2020) and adopted Decision No 2080/QD-TTg on December 22, 2017, which outlines amendments to the foreign language teaching scheme for the 2017-2025 period.
Graduates majoring in English at tertiary institutions are required to achieve a minimum language competence of C1 level according to the Common European Framework of Reference (CEFR), which corresponds to an IELTS score of 7.0-7.5 Consequently, many Vietnamese universities, including Can Tho University, Hue University of Foreign Languages, and Quang Nam University, have integrated IELTS preparation into their curricula This allows students to obtain an internationally recognized English certificate, a crucial requirement for securing quality employment or pursuing further education abroad.
The International English Language Testing System (IELTS) evaluates four key English language skills: listening, reading, writing, and speaking It is widely recognized as the leading assessment for measuring English proficiency among non-native speakers Currently, IELTS is accepted by more than 6,000 tertiary institutions across over 135 countries.
Research Reports Online Series, 2017) Achieving a high score in this international exam is the key that enables candidates to open the door to their future career
IELTS Academic Writing, particularly Task 2, is often seen as one of the most difficult skills for test-takers due to its demand for advanced language manipulation This challenge has prompted language researchers and educators globally to explore ways to improve IELTS writing outcomes Numerous studies have investigated IELTS writing tasks, yielding valuable insights; however, research focusing on IELTS essays from a functional grammar perspective remains limited This thesis aims to analyze the linguistic features of IELTS sample essays, emphasizing experiential, interpersonal, and textual meanings through functional grammar, to help test-takers effectively utilize these linguistic elements in crafting high-quality IELTS Academic essays.
The analysis of experiential, interpersonal, and textual meanings in IELTS sample essays is grounded in Systemic Functional Grammar (SFG), a framework developed by Halliday (1994) and further refined by Halliday and Matthiessen (2004, 2014) Halliday emphasized that the primary objective of SFG is to create a grammar that facilitates effective text analysis, enabling insightful interpretations of both spoken and written modern English (Halliday, 1994, p 41) This approach has been recognized as the most widely used methodology for text analysis, as noted by Finch (2000, p 191).
This thesis analyzes the three metafunctions of functional grammar in high-scoring IELTS Academic essays by successful test-takers It aims to uncover the key linguistic features that align with the expectations of the academic discourse community, focusing on experiential, interpersonal, and textual meanings Additionally, the study highlights pedagogical implications for effective IELTS writing, contributing significantly to the methodology and practice needed to excel in IELTS Academic Writing Task 2 This research addresses the urgent need for IELTS candidates, particularly English major students in Vietnam, to attain the language competence mandated by the Ministry of Education and Training.
Aims and Objectives of the Study
Aims
This study investigates the linguistic features of IELTS Academic exposition and discussion essays written by successful test-takers across six common topics: education, environment, family, work, social issues, and health It analyzes experiential, interpersonal, and textual meanings and compares essays from two groups: those with band scores of 7-7.5 and those with a band score of 9 By identifying similarities and differences in relation to band descriptors, the research aims to enhance non-native writers' understanding of the linguistic requirements for IELTS Academic essays, thereby contributing to their academic writing success.
Objectives
The objectives of the study are to examine and compare:
- the textual meaning of IELTS Academic sample essays with band scores of
7 - 7.5 and 9.0 from two perspectives, namely thematic structure and cohesion in relation to the band descriptors
- the interpersonal meaning of IELTS Academic sample essays with band scores of 7 - 7.5 and 9.0 under the headings of mood and modality in relation to the band descriptors
- the experiential meaning of IELTS Academic sample essays with band scores of 7 - 7.5 and 9.0 in terms of transitivity system and the logico-semantic relation in relation to the band descriptors.
Research Questions
To achieve the aims and objectives mentioned, the study will address the following research questions:
1 How is the textual meaning realised in IELTS Academic sample essays with band scores of 7 - 7.5 and 9.0 in relation to the band descriptors?
2 How is the interpersonal meaning realised in IELTS Academic sample essays with band scores of 7 - 7.5 and 9.0 in relation to the band descriptors?
3 How is the experiential meaning realised in IELTS Academic sample essays with band scores of 7 - 7.5 and 9.0 in relation to the band descriptors?
Scope of the Study
This study aims to analyze IELTS Academic sample essays sourced from textbooks and relevant IELTS websites, focusing on those that have achieved band scores of 7 to 7.5 By utilizing optimal access to related documentation, the research seeks to uncover insights into the characteristics and strategies that contribute to higher scoring essays.
This study analyzes two categories of IELTS Academic Writing Task 2 essays: Corpus 1, which includes essays with a band score of 9, representing the highest quality comparable to CEFR Level C2, and Corpus 2, consisting of essays with band scores of 7-7.5, equivalent to CEFR Level C1 The aim is to assist IELTS test-takers, particularly Vietnamese students majoring in English, in achieving the language competence outcomes mandated by the MOET The analysis focuses exclusively on highly rated essays, specifically argumentative types such as exposition and discussion, commonly found in the IELTS Academic Module, and covers six prevalent topics: education, environment, family, work, health, and social issues.
Significance of the Study
This study investigates the use of experiential, textual, and interpersonal meanings in high-scoring IELTS exposition and discussion essays, contributing valuable insights to theoretical, pedagogical, and practical research in the field.
The study validates that Systemic Functional Linguistics (SFL) serves as a valuable framework for analyzing and assessing academic writing Halliday’s functional grammar enhances understanding for researchers, stakeholders, and IELTS designers, aiding in the development of IELTS materials and the refinement of band descriptors.
This study highlights the key discourse features of successful IELTS essays, focusing on textual, experiential, and interpersonal meanings in relation to IELTS assessment criteria, thereby offering valuable insights for improving academic writing instruction Effective teaching of writing skills should not only address common challenges faced by learners at the discourse level but also provide a comprehensive understanding of the linguistic features essential for IELTS Academic Writing Task 2 By grasping the linguistic expectations of the IELTS community, candidates can enhance their ability to manage cohesion and coherence, ultimately leading to higher test scores Adhering to the rhetorical patterns established by the discourse community is crucial, as failing to do so can negatively impact acceptance rates Therefore, IELTS writing instructors should design programs that integrate these theoretical frameworks and utilize Systemic Functional Grammar (SFG) for analyzing student writing This approach will help learners develop an awareness of the experiential, interpersonal, and textual demands of the IELTS writing test, enabling them to effectively compose, organize, and structure their essays according to academic conventions.
Enhancing IELTS writing outcomes remains a critical concern for language researchers and educators in Vietnam, where English is a foreign language A 2018 survey from the official IELTS website revealed that Vietnamese test-takers had a low overall mean band score of 5.98, with writing skills scoring the lowest at 5.63% in the academic module Despite the increasing number of IELTS candidates in Vietnam, achieving a band score of 7.0 is essential for studying abroad, as most universities require this level for admission, which corresponds to CEFR Level C1 This research aligns with the objectives of Vietnam’s National Foreign Language Project (NFL) and the broader educational reforms in the country.
Organization of the Thesis
This thesis includes seven chapters as follows:
This chapter outlines the study's rationale, aims, objectives, and research questions, while also detailing the scope and significance of the research Additionally, it defines key terminology utilized throughout the thesis.
CHAPTER TWO: LITERATURE REVIEW AND THEORETICAL BACKGROUND
This chapter examines existing literature on IELTS Academic writing and Systemic Functional Linguistics, emphasizing the textual, interpersonal, and experiential metafunctions It also establishes the theoretical framework that supports the research questions explored in this study.
This chapter outlines the research design and methodologies employed in the study, focusing on both qualitative and quantitative approaches to linguistic feature analysis It utilizes Systemic Functional Linguistics (SFL), as developed by Halliday (1994) and further refined by Halliday and Matthiessen (2004, 2014), as a key analytical framework Additionally, the chapter details the sampling techniques and procedures implemented in data collection and analysis.
CHAPTER FOUR: TEXTUAL MEANING IN IELTS ACADEMIC SAMPLE ESSAYS
This chapter presents the findings from the data analysis of textual meaning in IELTS Academic sample essays, along with a comparative analysis of meaning across two corpora, specifically in relation to IELTS Task 2 band descriptors and their lexical and grammatical realizations.
CHAPTER FIVE: INTERPERSONAL MEANING IN IELTS ACADEMIC SAMPLE ESSAYS
This chapter explores the interpersonal meaning found in IELTS Academic sample essays, highlighting the similarities and differences between two corpora in relation to IELTS Task 2 band descriptors It also clarifies the lexical and grammatical realizations associated with these essays.
CHAPTER SIX: EXPERENTIAL MEANING IN IELTS ACADEMIC SAMPLE ESSAYS
This chapter explores the findings related to experiential meaning in IELTS Academic sample essays It includes a comparative analysis of this meaning across two corpora, focusing on its relationship with IELTS Task 2 band descriptors and the lexical grammatical realizations identified.
This chapter summarizes what has been studied and draws out some conclusions This is followed by the implications on IELTS Academic essay writing and the limitations of the study
The study ends with references and appendices.
Terminology
Systemic Functional Linguistics, developed by Halliday (1994) and further expanded by Halliday and Matthiessen (2004, 2014), provides the analytical framework for this study This section aims to clarify the terminology utilized in the research to enhance understanding of the fundamental concepts involved.
Discourse is a crucial element for understanding the role of language in various aspects of human life (Hyland, 2000) According to Celce-Murcia and Olshtain (2000), discourse refers to spoken or written language that exhibits internal relationships of form and meaning, which coherently connect to an external communicative purpose and a specific audience In Systemic Functional Linguistics (SFL), the concept of discourse encompasses these relationships and functions within communication.
Discourse encompasses the meaning beyond mere words and grammar, focusing on the relationships of meaning within a text (Martin & Rose, 2003) In this study, discourse is defined as a comprehensive term for written texts that are structured through patterns of textual, interpersonal, and experiential meanings Additionally, these texts are organized in relation to cultural contexts (genre) and situational contexts (register) (Halliday, 1994; Halliday & Matthiessen, 2014).
An exposition is a one-sided argumentative text where the writer presents and justifies a single viewpoint, while occasionally addressing counterarguments and evidence throughout the essay In contrast, a discussion involves a two-sided argument, allowing the writer to examine multiple perspectives on an issue, ultimately leading to a judgment or position on the matter, along with any necessary recommendations (Coffin, 2004; Emilia, 2012).
Systemic Functional Linguistics (SFL), as described by Eggins (1994), is a functional-semantic approach that emphasizes the practical use of language in everyday social interactions It comprises two main characteristics: systemic and functional The systemic aspect refers to language as a network of interrelated options for meaning-making, while the functional aspect highlights how individuals utilize language to convey meanings Developed by Halliday, the Systemic Functional Theory serves as a theoretical framework for analysis, focusing on the primary role of language as a resource for meaning creation, shaped by the social and cultural contexts in which communication occurs (Halliday & Matthiessen).
In SFL theory, the context of a situation has three aspects: field, tenor, and mode of discourse, which are related to the metafunctions (Halliday & Matthiessen,
Field, as defined by Halliday (1985), refers to the nature of social actions occurring and the engagement of participants in those actions Similarly, Eggins (1994) describes field as the subject matter that language is used to discuss.
According to Butt, Fahey, Feez, and Spinks (2012), the term 'field' refers to the topic or subject matter being discussed or written about In this study, 'field' is associated with the experiential metafunction and is specifically defined as the subject matter of the written text.
Tenor, as defined by Martin and White (2005), pertains to the dynamics of interaction and the emotions conveyed between individuals Butt et al (1999) emphasize that tenor reflects the relationship between the speaker and the listener, or the writer and the reader In this study, tenor is examined within the context of interpersonal metafunction, highlighting the connection between the writer and the reader while also encompassing the writer's attitudes and opinions regarding the topics addressed in the text.
According to Halliday (1985), mode refers to the symbolic organization of a text, encompassing its status and function within a specific context, including the channel and rhetorical mode In this study, mode is associated with textual metafunction and pertains to the coherent organization of ideas within a written text.
A clause complex is a combination of two or more clauses into a larger unit, with their interdependence normally shown by such explicit signals as conjunctions
In Systemic Functional Linguistics (SFL), the theme is identified as the initial group or phrase that plays a crucial role in the experiential structure of a clause, acting as its starting point (Halliday, 2014) According to Halliday, the theme establishes the context for the rest of the message, known as the Rheme (Halliday, 1994).
Thematic progression refers to the way Themes relate with each other and with
Rhemes in organizing the whole text
CHAPTER TWO LITERATURE REVIEW AND THEORETICAL BACKGROUND
This study analyzes three key strands of meaning in high-scoring IELTS Academic Writing: textual, interpersonal, and experiential meaning, in relation to the IELTS band descriptors Initially, it reviews existing research in this field, followed by an exploration of the theoretical background to establish a comprehensive framework for the study.
Literature Review
Review of Systemic Functional Linguistics
Systemic Functional Linguistics (SFL) is a social theory of language that perceives language as a resource for meaning rather than a set of rules (Christie, 1990; Emilia, 2014) Developed by Halliday in the early 1960s, SFL has significantly impacted educational studies globally, particularly in writing instruction (Wells, 1999) Influences on Halliday's work include J.R Firth's concept of context of situation and anthropologist Malinowski's ideas on context of culture, alongside Hockett's focus on the relationship between grammatical meaning and structure, and Saussure's view of meaning as the essence of language.
‘language is a system of signs’ in its interpreting language as a semiotic system, and Chomsky’s generative grammar and linguists such as Fawcett, and Tucker belonging to Cardiff grammar
Functional linguists focus on the role of language in human communication, emphasizing meaning and social purposes rather than merely adhering to grammatical rules In contrast to formal linguists, who analyze sentence structures based on established criteria for correct usage, functional linguists explore how language functions in various social contexts.
Numerous studies on Systemic Functional Linguistics (SFL) have established a valuable descriptive and interpretative framework for understanding language as a strategic resource for meaning-making Key contributions from researchers such as Bloor & Bloor (2004), Butt et al (2000), and Halliday (1994, 2002b) have enriched this field, highlighting the significance of language in communication This body of work emphasizes how SFL can effectively analyze the functions of language in various contexts.
From a systemic viewpoint, Lock (1996) emphasized that mastering communication in a second language requires gradually understanding the various choices available within that language This process involves selecting the appropriate options to convey specific meanings in different contexts, as well as understanding how grammatical functions interrelate to form coherent structures.
Halliday (1985) identifies three types of meaning within grammatical structures: experiential meaning, which focuses on interactions with people; interpersonal meaning, which relates to the world and personal experiences; and textual meaning, which is about constructing coherent discourse These meanings are influenced by the social context (register) and the cultural context (genre) in which language is used.
Vietnamese linguists have significantly advanced text studies through a functional approach Hoàng Văn Vân (2012) explored the experiential grammar of the clause and transitivity in his book "An Experiential Grammar of the Vietnamese Clause," based on his PhD research at Macquarie University His work, grounded in Systemic Functional Theory, enhances understanding of transitivity in Vietnamese Similarly, Đỗ Tuấn Minh (2007) analyzed thematic structures in English and Vietnamese, highlighting their similarities and differences, which offers valuable insights into the Vietnamese clause's thematic structure Additionally, Lê Thị Giao Chi (2014) utilized a corpus approach to examine grammatical metaphor in English official documentation, providing essential insights into metaphorical expressions through nominalizations, thereby benefiting translator training and practice.
Review of Studies Related to Academic Writing in the light of Systemic
In academic writing, the selection and presentation of Theme play a vital role in determining the effectiveness of a text (Bloor & Bloor, 1992; Martin, 1985, 1992b; Martin & Rothery, 1993; Wang, 2007; Wei, 2013a, 2013b, 2014) Theme and Rheme are key concepts that describe how information is organized within a clause This concept has garnered significant interest from language researchers and educators, including Garvin (1964) and Danes.
(1974), Brown and Yule (1983), McCarthy (1991), Firbas (1992), Berry (1995,
1996), McCabe (1999), Green et al (2000), Belmonte and McCabe (2001), Halliday
Numerous studies have explored the use of Theme-Rheme in Academic Writing, highlighting its significance in enhancing students' writing skills Witt and Faigley (1981) found that students improve their writing when they effectively utilize Theme and Rheme Additionally, Belmonte and McCabe (2001) demonstrated that the Theme-Rheme concept serves as a valuable tool for assessing students' writing at the discourse level Wang (2007) emphasized the importance of developing students' understanding of Theme-Rheme to enhance their textual metafunction and facilitate the teaching of cohesive essays.
According to Jalilifar (2010), EFL students in Iran with limited English proficiency prefer using simpler Themes over multiple Themes, highlighting the significance of Themes in enhancing English text construction Ebrahimi and Ebrahimi (2012) found that senior students utilize marked Themes more often than sophomores, attributing this trend to their greater academic experience.
Another study undertaken by Lu (2013) found among three groups of freshmen, namely Singaporean students from an English speaking background,
Singaporean students from Chinese-speaking backgrounds, along with those from the People's Republic of China and English-speaking backgrounds, exhibit a greater use of topical and interpersonal themes compared to other groups Lu's study highlights both similarities and differences in the writing styles of English Singaporean and Chinese learners, which can be attributed to their distinct sociolinguistic and educational contexts Furthermore, Naderi and Koohestanian (2014) emphasize the importance of thematic structure in English writing, asserting that it plays a vital role in the effectiveness and advancement of written discourse.
Fang (2015) emphasized the importance of thematic structure in achieving textual cohesion and coherence in L2 writing Rahayu (2015) discovered that Indonesian students can improve their academic writing skills by understanding Theme-Rheme arrangement Additionally, Kang (2016) highlighted that the selection and organization of Themes contribute to creating textual meanings, fostering interaction between readers and writers, and fulfilling the social purpose of discourse.
Research by Gunawan and Aziza (2017) highlights that while Theme and Rheme progression choices are influenced by cultural factors, effective academic texts exhibit universal characteristics Additionally, Nurdianingsih and Purnama (2017) found that teaching thematic progression significantly enhances students' writing coherence, demonstrating its effectiveness in improving writing skills.
Kuswoyo and Susardi (2017) identified several common issues in the thematic progression of students' academic writing, including brand new Theme, double Rheme, empty Rheme, overuse of constant theme patterns, confusing selection of textual Theme, unnecessary textual Theme, and incorrect choice of topical Theme They emphasized the importance of students understanding the flow of Theme and Rheme, which is crucial for achieving cohesion and coherence in academic writing.
Interpersonal relationships play a vital role in writing, as they help establish connections with readers and convey viewpoints effectively (Butt et al., 2000; Lemke, 1992a; Martin, 1995) Numerous studies have explored this aspect, such as Liu's (2013) analysis of evaluative language in the argumentative essays of Chinese university EFL students Utilizing Martin and White’s (2005) Appraisal theory, Liu found that high-rated essays effectively employ affective values to highlight personal voice and influence readers' attitudes, thereby presenting compelling arguments.
A study by Xuan and Huang (2017) explored the use of modality types, orientation, value, and polarity in the writing of Chinese ESL learners through the lens of Systemic Functional Linguistics The findings revealed that these learners tend to overuse certain modal verbs, with most of their modality being simple and congruent.
In a study by Hadiani (2019), it was found that students predominantly use a declarative mood in their explanation texts, accounting for 97% of the analysis, while modality is rarely employed This suggests that students rely on factual information to present their viewpoints, aiming to establish an equal relationship with their readers.
As a result, they could produce effective explanation texts
With respect to the experiential meaning in writing, there is a substantial body of research investigating transitivity system and logico- semantic system (Luardini & Asi, 2014; Salsabila, 2016; Srinon & White, 2011; Vathanalaoha & Tangkiengsirisin,
In a study by Rukmini (2010), it was found that English undergraduates utilize various clause complexes in their abstract writing, incorporating both parataxis and hypotaxis, as well as logico-semantic relations such as elaboration, extension, enhancement, and idea projection, with the exception of locution projection Additionally, research by Srinon and White (2011) revealed that Thai university students in a longitudinal genre-based course demonstrated a positive shift in their writing, showing increased use of semantic relations like projection, causality, and counter-expectation in their later texts compared to pre-test writings.
Alifereti (2013) examined incongruent circumstances at both the word and clause levels, along with expansion types, to emphasize the significance of verticality in argumentative writing among non-native English students at the University of the South Pacific in Fiji Utilizing the Systemic Functional Grammar (SFG) framework, she identified that abstract and metaphorical linguistic features are primarily conveyed through relational clauses, with elaboration and extension being the most commonly utilized forms of expansion Her research highlighted that 'process' is typically prioritized over 'nouns' in language acquisition, although it focused on only three processes—material, mental, and relational—rather than the six processes outlined by Halliday.
Ngongo (2018) investigated the clause relations employed by undergraduate students in the discussion sections of their theses, revealing that the use of logico-syntactic and logico-semantic relationships plays a crucial role in establishing the coherence and cohesion of the text.
Recent research by Jomaa and Bidin (2019) examined the logico-semantic relations in citations from the literature review chapters of 20 PhD theses by EFL postgraduates at a public Malaysian university, focusing on Information Technology and Applied Linguistics The study found that EFL postgraduates commonly utilize two primary types of logico-semantic relations—expansion and projection—in their citations This indicates a tendency among students from different disciplines to incorporate multiple clauses within a single citation.
Review of IELTS Academic Writing Studies
Since the inception of the joint-funded research program in 1995, over 110 empirical studies have been supported by grants, contributing to a substantial body of research in the field Following rigorous peer review and revision, many of these studies have been published in academic journals, as well as in various IELTS-focused volumes within the Studies in Language Testing series.
Since 2012, IELTS has prioritized timely access to individual research reports by making them available on its website immediately after the peer review and revision process This practice underscores the significance of IELTS for both researchers and stakeholders in the field.
Recent studies have increasingly focused on IELTS Academic Writing within language learning Mickan and Slater (2003) explored the factors influencing non-English speaking candidates' performance in IELTS Academic Writing Task 2 Moghaddam (2010) examined classroom literacy practices aligned with IELTS standards, revealing that IELTS preparation significantly enhances students' academic outcomes in English-medium universities Panahi (2015) analyzed the strengths and weaknesses of Iranian IELTS candidates in Academic Writing Task 2, while Bagheri (2016) investigated the writing challenges faced by EFL graduate students, along with their beliefs and suggestions for improving writing skills.
Nakamura (2009) utilized Appraisal theory and Genre theory to examine the linguistic and rhetorical strategies employed by IELTS writers, focusing on the intersubjective relationship between the writer and reader as well as the intertextual connection between task prompts and exam scripts This analysis highlights implicit criteria in assessing IELTS candidates' essays The findings reveal significant differences in the evaluative linguistic choices between successful and less successful IELTS texts, enhancing our understanding of the personal expectations embedded in the IELTS assessment criteria.
Numerous studies have explored the connections between writing scores and both linguistic and discourse characteristics of writing tasks (Banerjee et al., 2007; Barkaoui, 2007, 2010b; Barkaoui & Knouzi, 2012; Crossley).
& McNamara, 2010; Cumming et al., 2005; Frase et al., 1999; Kennedy & Thorp, 2007; Mayor et al., 2007; McNamara, Crossley & McCarthy, 2010) Mayor et al
A study conducted in 2007 identified text length, formal error rate, and thematic structure as key predictors of high-scoring scripts Additionally, it was noted that scripts achieving higher band scores tend to exhibit greater complexity.
Banerjee et al (2007) compared the linguistic characteristics of scripts written by Chinese and Spanish L1 candidates in response to IELTS Academic writing tasks
Research indicates that scripts rated between bands 3 and 8 exhibit distinct linguistic features Higher band scores correlate with increased lexical diversity, sophistication, and syntactic complexity Additionally, grammatical accuracy emerges as a crucial predictor of proficiency level, highlighting its importance in effective communication.
Riazi and Knox (2013) analyzed the linguistic characteristics of IELTS Academic Writing Task 2 scripts from three L1 candidate groups—Arabic, Hindi, and European—assessed at band scores of 5, 6, and 7 Their findings revealed significant linguistic differences among the texts, with higher-scoring scripts (band scores 6 and 7) demonstrating greater complexity, a higher proportion of low-frequency words, increased lexical diversity, and more syntactic complexity compared to lower-scoring scripts However, it was noted that higher linguistic complexity in high-scoring scripts did not necessarily correlate with greater cohesion than that found in low-scoring scripts.
In a study by Barkaoui (2016), the writing scripts of 78 candidates who took the IELTS test three times were analyzed to assess changes in their Task 2 writing The results indicated that higher-scoring scripts were notably longer and exhibited increased lexical density and sophistication Additionally, these scripts demonstrated greater syntactic complexity, improved cohesion, more self-references, and a higher prevalence of formal features, while containing fewer informal elements.
While previous studies have explored various aspects of IELTS Academic writing, none have simultaneously examined the three types of meaning—experiential, interpersonal, and textual—within IELTS essays, as this current study does Halliday and Matthiessen (2014, p 84) emphasize the significance of these meanings in understanding language use.
The evolution of language is significantly influenced by three types of meaning: textual, experiential, and interpersonal This study aims to analyze the linguistic characteristics of IELTS Academic essays by exploring these meanings in relation to the band descriptors, utilizing Systemic Functional Linguistics (SFL) The goal is to identify the key features that IELTS writers employ to construct compelling arguments that receive high ratings from examiners.
This research aims to assist language learners, especially IELTS test-takers, by highlighting key discourse features of high-quality IELTS Academic sample essays These essays are categorized into two groups: those scoring between 7 and 7.5 and those achieving a band score of 9, which are prepared by examiners as exemplary models By understanding these features, learners can adopt effective strategies to successfully complete the IELTS Academic Writing Task 2.
Theoretical Background
IELTS Writing as Academic Writing
Academic Writing encompasses various forms, including essays, reports, dissertations, and research papers It is distinguished by six key features: complexity, formality, objectivity, explicitness, hedging, and responsibility Complexity is evident in the use of longer words, intricate grammar, and passive voice This style is formal and objective, avoiding contractions, slang, and first-person narration to enhance impartiality Academic Writing must clearly articulate relationships between ideas and effectively signpost the organization of content Hedging is utilized to express the writer's stance and the strength of their claims Additionally, writers are expected to take responsibility for the evidence and sources they reference.
Academic Writing is a formal genre that demands advanced rhetorical skills, hedging techniques, and high lexical density, emphasizing impersonal constructions and logical analysis This complexity can create challenges for non-native writers, who must navigate specific linguistic features and understand Western academic conventions to meet the expectations of the academic discourse community (Steinman, 2003).
The International English Language Testing System (IELTS), established in 1989, is overseen by the British Council, IDP: IELTS Australia, and the University of Cambridge This standardized English language test evaluates proficiency in listening, reading, writing, and speaking skills.
The IELTS test consists of two distinct modules: the Academic Module, essential for university applicants, and the General Training Module, aimed at those seeking entry into secondary schools, vocational training, or immigration to countries like Australia, Canada, and New Zealand While all candidates undertake the same Listening and Speaking tests, the reading and writing components differ between the General Training and Academic Modules.
The IELTS and TOEFL are among the most recognized English language proficiency tests globally, serving as essential assessments for academic and immigration purposes These tests effectively measure English language skills, transcending individual and social differences.
The IELTS is an English language proficiency test, while the Common European Framework of Reference (CEFR) provides a standardized framework for language assessment According to Taylor (2004), IELTS operates on a proficiency continuum rather than a fixed level system, complicating the correlation between IELTS scores and CEFR levels Current data supports the alignment of IELTS band scores with CEFR levels, as noted by the British Council (https://takeielts.britishcouncil.org).
Figure 2.1 Common European Framework of Reference
IELTS Academic test-takers who achieve the necessary band scores are expected to successfully manage the demands of English-medium universities, as supported by various studies and reports (Coffin & Hewings, 2003; Coffin, 2004; Green, 2005, 2007; IELTS Handbook, 2004; IELTS Research Reports Online Series, 2013; Mickan & Slater).
IELTS stakeholders are increasingly concerned about the washback effect, which refers to the impact of the IELTS test on teaching and learning This evaluation aims to help candidates meet the test requirements and achieve the necessary band scores for their tertiary education (Green, 2006; Mickan & Moterram, 2008; Moore & Morton, 2005).
Up to now, various global tertiary institutions have required IELTS as the preferred test for university entrance (IELTS Australia Published Research Reports,
The increased use of the IELTS test is attributed to a rise in international students aiming to enroll in English-speaking universities, as noted by Moore and Morton (2007) This study analyzes the discourse features of IELTS Academic Task 2 by examining writing performance across two band score ranges: 7-7.5 and 9, which align with C1 and C2 levels of the CEFR, respectively Utilizing Halliday’s Systemic Functional Linguistics, the research aims to enhance understanding of the discourse expectations within the IELTS community, ultimately aiding test-takers in achieving higher writing scores.
2.2.1.3 IELTS Writing as Academic Writing a Description of the IELTS Academic Writing Test
The Academic Writing Test comprises two tasks that candidates must complete within 60 minutes Task 1 involves interpreting factual information presented through various formats such as line graphs, bar charts, pie charts, maps, or diagrams, requiring a minimum of 150 words In contrast, Task 2 requires test-takers to write a 250-word essay, where they express their ideas, opinions, or propose solutions to specific problems, depending on the prompt This structure highlights the importance of clarity and coherence in academic writing.
The IELTS Writing Test, particularly Task 2, challenges candidates to compose a persuasive essay within a limited timeframe, without access to external materials This task requires test-takers to articulate their viewpoints on common topics such as the environment, education, and social issues in clear, academic English Moor and Morton (2005, 2007) describe Task 2 as an essay-like genre, reflecting the predominant writing style found in tertiary education.
According to Oshima and Hogue (2014), an essay is defined as a multi-paragraph piece of writing that focuses on a single topic, allowing for a comprehensive exploration of complex ideas Unlike a paragraph, which can only address a limited scope, an essay divides its content into several paragraphs, each dedicated to discussing a major point related to the main topic.
An academic essay consists of three essential components: the introduction, the body, and the conclusion The introduction serves as the opening paragraph, while the conclusion wraps up the essay as the final paragraph, with the body containing the supporting paragraphs in between.
The most common diagram of an introductory paragraph is the ‘funnel’, which is wide at the top and narrow at the bottom Spencer (1997, p 78) illustrates this
‘funnel’ in the following diagram
An effective introductory paragraph sets the stage for the essay by presenting the topic and the academic problem at hand It typically begins with a hook to capture the reader's attention and pique their curiosity Following this, general statements offer essential background information relevant to the subject Crucially, the introduction culminates in a thesis statement, usually positioned at the end, which articulates the main argument or focus of the essay.
A thesis statement serves as a concise summary that encapsulates the main topic and controlling idea of an essay, guiding the reader on what to anticipate throughout the text.
Discourse Analysis through Systemic Functional Linguistics
The analysis of experiential, interpersonal, and textual meanings in IELTS essays is grounded in the Systemic Functional Theory, as established by Halliday in 1994 and further developed by Halliday and Matthiessen in 2004 and 2014.
Systemic Functional Linguistics (SFL) emphasizes the importance of meaning in linguistic analysis, making it a valuable tool for text evaluation Its primary application lies in understanding the significance of texts, exploring why they convey specific meanings and the reasons behind their value (Halliday, 1994) Language users actively select from the linguistic system to create meanings that align with their social contexts.
In Systemic Functional Linguistics (SFL), language is viewed primarily as a functional tool for achieving social purposes This functional approach emphasizes how individuals utilize language to communicate effectively within specific contexts According to Eggins (1994), four fundamental principles define this systemic approach: language use is inherently functional, it serves to create meanings, these meanings are shaped by the social and cultural contexts of communication, and the act of using language is a semiotic process that involves meaning-making through careful selection of words and expressions.
According to Halliday, language serves three primary functions: the experiential metafunction allows us to discuss our experiences and describe events along with the entities involved; the interpersonal metafunction enables us to interact with others, build relationships, and express or influence viewpoints; and the textual metafunction helps us structure our messages to align with surrounding content and the broader context of communication.
Context: Culture and Situation
In Systemic Functional Linguistics (SFL), language serves a functional role in creating meanings that are shaped by social and cultural contexts (Eggins, 2004; Halliday, 1985) This indicates a strong relationship between language use and context, where language users interpret linguistic interactions through the lens of cultural and situational contexts in which meanings are conveyed.
The context of culture significantly influences language use and meaning exchange, shaping interactions and behaviors in various social situations (Halliday & Hasan, 1989; Hasan, 2009) A lack of cultural awareness can lead to communication failures, as highlighted by Ruiz-Funes (2001), who noted that writing ability is intertwined with a writer's linguistic competence and cultural identity For IELTS test-takers, understanding the expectations of the IELTS discourse community is crucial for developing effective rhetorical strategies From a functional perspective, the context of culture is analyzed through genres, which are recurring meaning configurations that reflect social practices (Morley, 2000; Martin & Rose, 2008) Adhering to the established writing standards and rhetorical patterns of the discourse community is essential, as deviations can negatively impact acceptance rates (Suryani et al., 2014).
According to Eggins (1994), the concept of genre is essential for understanding how cultural context influences language Genres emerge when specific values for field, tenor, and mode consistently co-occur, becoming recognized as typical situations within a culture (Eggins, 2004, p 58) This concept denotes a structured, goal-oriented activity in which speakers participate as integral members of their culture (Martin, 1984, p 25).
Figure 2.2 Genre and register in relation to language
In Systemic Functional Linguistics (SFL), genre represents one of the two levels of context, with the context of culture being more abstract and general than the context of situation Genre is defined as a recurring configuration of meanings that reflects and enacts the social practices within a culture.
The context of situation pertains to the specific circumstances in which a text is created, highlighting the various dimensions that influence how the register is expressed.
In Systemic Grammar, register is analyzed through three key domains: field of discourse, tenor of discourse, and mode of discourse Halliday and Hasan (1985) define register as "variation according to use," indicating that specific linguistic configurations are employed in particular contexts The context of situation encompasses three main dimensions that define any register: field, which relates to the social activity; tenor, which pertains to the relationship between interactants; and mode, which addresses the function of language within the interaction Halliday further elaborates on these dimensions to provide a comprehensive understanding of register.
Field, the primary component of register, pertains to the subject matter and the nature of social actions occurring within a context It highlights the activities participants are involved in, emphasizing the role of language as a critical element in these interactions.
Tenor, a key component of register, pertains to the participants in a communication situation, including their status, roles, and the nature of their relationships It encompasses both permanent and temporary dynamics among participants, highlighting the various speech roles they adopt in dialogue Tenor significantly impacts interpersonal choices within the linguistic system, shaping how individuals interact and communicate socially.
Mode, as the third component of register, pertains to the role of language in a given context, including how participants anticipate its function It encompasses the symbolic structure of the text, its status, and its intended purpose within the situation (Halliday, 1985, p 12)
Each of registers, namely field, tenor, mode corresponds to one of the metafunctions: experiential, interpersonal and textual respectively
Figure 2.3 Field, tenor and mode in relation to metafunctions
The Three Metafunctions
Halliday and Matthiessen (2004, 2014) identify three essential language metafunctions present in all natural languages: textual meaning, which refers to the clause as a message; interpersonal meaning, which considers the clause as an exchange; and ideational meaning, which focuses on the content and ideas conveyed.
The structure of a clause serves as a representation that conveys meaning, embodying a three-fold pattern that is not only characteristic of clauses but also fundamental to the evolution of language itself (Halliday & Matthiessen, 2014, p 84) This interconnectedness of meanings permeates the entire language system The textual metafunction is prioritized for analysis, as it offers insights into the other two metafunctional aspects present within the clause (Halliday & Matthiessen, 2014, p [insert page number]).
Textual metafunction, as described by Halliday and Matthiessen (2014), pertains to how text is constructed to form coherent sequences of discourse, facilitating a smooth discursive flow and ensuring cohesion This metafunction is linked to the register variable known as mode, and its components include both cohesion and the thematic structure of the discourse.
Theme and Rheme are essential concepts in understanding how information is structured within a clause These terms have garnered significant attention from language researchers and educators, including influential figures like Garvin (1964), Danes (1974), Brown and Yule (1983), McCarthy (1991), Firbas (1992), and Berry (1995) Their work highlights the importance of Theme and Rheme in the analysis of language and communication.
1996), McCabe (1999), Green et al (2000), Belmonte and McCabe (2001), Halliday and Matthiessen (1985, 1994, 2004, 2014)
Initiated by Mathesius (1939) and developed by other linguists such as Garvin
The Prague School of Linguistics, as noted by Danes (1974) and Firbas (1992), defines Theme as the known or obvious element in a situation that guides the speaker's discourse Halliday and Matthiessen (2014) describe Theme as the initial component of a clause that provides given information, serving as the 'point of departure' and contextualizing the clause This given information refers to details previously mentioned or predictable from the context, while the rest of the clause elaborates on the Theme.
Rheme refers to the part of a sentence that conveys new or unpredictable information, while Theme serves as the initial element that organizes the text This organization is crucial as it defines the 'method of development' within a text, according to Fries (1981).
In the present thesis, Theme is defined as ‘the first group or phrase that has some function in the experiential structure of the clause’ (Halliday & Matthiessen,
2014, p 91) serving as a starting point of clause from the perspective of SFL b Types of Themes
According to Halliday and Matthiessen (2014), the Theme of a clause typically appears at the beginning and sets the context for the rest of the message, while the Rheme delivers new information related to that context The Theme can take various forms, including nominal groups, adverbial groups, or prepositional phrases They also emphasize that the Theme is the initial group or phrase that serves an experiential function, which can be a participant, circumstance, or process.
The distinction between Theme and Rheme is straightforward: the Theme is the initial element in a clause, while the Rheme encompasses the rest of the clause According to Halliday and Matthiessen (2014, p 100), this can be illustrated with specific examples.
She went to the baker’s
On Saturday night I lost my wife
In the analysis of Theme and Rheme within a clause, the Theme "she" in the first example aligns with the grammatical subject, categorizing it as an unmarked Theme, as defined by Halliday and Matthiessen (2014) Conversely, a Marked Theme involves elements other than the subject, such as adjuncts or complements, exemplified in the second clause with the prepositional phrase "on Saturday night" serving as the Theme This distinction highlights the different roles Themes can play in a sentence structure.
Theme may be realised by a nominal group, an adverbial group, a prepositional phrase or a dependent clause
Theme is classified into two distinctive types: simple Theme and multiple Theme on the basis of their internal structure
A simple Theme is characterized by a clause containing only one structural element, where a topical Theme occupies the thematic position (Halliday & Matthiessen, 2014, p 92) In this structure, the first constituent of the clause can be linked to transitivity roles such as Actor, Behaver, Senser, or Circumstance Essentially, the Theme concludes with the first constituent, which may be a participant, circumstance, or process, encompassing nominal groups, prepositional groups, or adverbial groups.
Multiple Theme: A multiple Theme is created when other elements such as interpersonal and/or textual Themes occur before the topical Theme in the clause
Topical, Textual and Interpersonal Theme
Theme can be categorized into three types based on its thematic content and function: topical Theme, textual Theme, and interpersonal Theme These categories align with the three metafunctional structures of the clause as outlined in Halliday's model.
A topical Theme is identified when the initial element of a clause serves a transitivity role, which can be a participant, circumstance, or process, represented by nominal, prepositional, or adverbial groups According to Eggins (2004, p 302), each clause must include exactly one topical Theme.
Textual Theme is the element which relates the clause to its context (Eggins,
In textual analysis, three primary types of Themes are identified: Continuative Themes, which include discourse markers like "yes," "no," and "well"; Conjunctions, which connect multiple clauses using words such as "or," "but," and "and"; and Conjunctive Adjuncts, which link clauses to previous text with phrases like "as a result," "in other words," and "actually."
Table 2.2 Conjunctive adjuncts, Halliday & Matthiessen, 2014, p 108
Appositives, such as "i.e." and "e.g.," clarify or provide examples, meaning "that is" or "for instance." Corrective phrases like "rather" and "at least" offer precise clarification Dismissive terms, including "in any case" and "leaving that aside," signal a shift in focus Summative expressions, such as "in short" and "to sum up," encapsulate key points Finally, verificative phrases like "actually" and "in fact" affirm the truth of a statement.
Additive and also, moreover, in addition, besides
Adversative but on the other hand, however, conversely variative instead instead, alternatively
Temporal then meanwhile, before that, later on, next, soon, finally Comparative likewise likewise, in the same way
Causal so therefore, for this reason, as a result, with this in mind
Conditional if…then in that case, under the circumstances, otherwise Concessive yet nevertheless, despite that
Respective as to that in this respect, as far as that’s concerned
The Interpersonal Theme is recognized as the initial element of a clause that can be assigned a Mood label This theme reflects the speaker's and reader's attitudes and includes elements such as Finite Verbal Operators (e.g., do, does, did), Modal/Comment Adjuncts (e.g., probably, evidently, honestly), and Vocatives, which are direct addresses like personal names.
Table 2.3 Modal adjuncts, Halliday & Matthiessen, 2014, p 109
Types Meaning Examples probability how likely probably, possibly, certainly, perhaps, maybe
Usuality how often usually, sometimes, always, never, often, seldom
Typicality how typical occasionally, generally, regularly, for the most part Obviousness how obvious of course, surely, obviously, clearly
Opinion I think in my opinion, personally, to my mind
Admission I admit frankly, to be honest, to tell you the truth persuasion I assure you honestly, really, believe me, seriously entreaty I request you please, kindly
Presumption I presume evidently, apparently, no doubt, presumably desirability how desirable