TÜRK ÜNİVERSİTE ÖĞRENCİLERİNİN, İNGLİZCE TARTIŞMACI METİNLERİNİN TEMATİK İLERLEME ÖRÜNTÜLERİNDE VERİLEN BİLGİ VE YENİ BİLGİNİN ROLÜ
Bu çalışma İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin yabancı dil sınıfı geçmişlerini dikkate alarak tartışmacı metinlerindeki tematik ilerleme örüntülerini belirlemeyi amaçlamaktadır. Bu çalışmadaki veriler Türkiye’de özel bir üniversitede İngilizce Öğretmenliği (İÖ) ve Psikolojik Danışmanlık ve Rehberlik (PDR) bölümlerinde okuyan öğrencilerden alınmıştır. Bu çalışmanın verileri cümleleri tümceciklere bölünmüş ve tematik ilerleme örüntüleri Danes (1974) tarafından önerilen model temel alınarak incelenmiştir. Sonuçlar, her iki bölümden öğrencilerin makalelerinde benzer türde tematik ilerleme kalıpları kullanmalarına rağmen, İÖ öğrencilerinin PDR öğrencilerinden daha fazla sayıda tematik ilerleme örüntüsü kullandıklarını ortaya koymuştur. Ayrıca, tartışmalı denemelerde tematik ilerlemede verilen bilgi ve yeni bilginin rolünü anlamak için verilen bilgi ve yeni bilgi, tematik ilerleme veya her ikisinin yanlış kullanımından kaynaklanan problemler bulunmuştur. Genel olarak, bu çalışmadaki İÖ grubunun, İngilizce eğitim geçmişleri nedeniyle argümanlarının akışını desteklemek için verilen bilgi ve yeni bilgi kalıplarını yönetmede daha başarılı olduğu görülmüştür. Sonuçlar, EFL öğrencilerinin metinlerindeki verilen bilgi ve yeni bilgi ilişkilerini incelemenin, ileri düzeylerde bile yazma gelişimini anlamak için önemli olduğunu gösterdi, çünkü yazarlar bilgi akışında başarılı olamadıklarında, metinleri okuyucuların bir fikri veya argümanı takip etmeleri için zorlaştırıyor. Bu nedenle, bu çalışma, EFL öğrencilerinin yazma gelişimini desteklemek için ileri düzey yazma derslerinde verilen bilgi ve yeni bilgi ilişkilerini açıkça öğretmenin gerekliliğini savunmaktadır.
Anahtar Kelimeler:
Verilen Bilgi/ Yeni Bilgi, Tematik İlerleme Örüntüleri, Tartışmacı Metin
The Role of Theme and Rheme in Thematic Progression Patterns in English Argumentative Essays by Turkish University Students
The present study aims to determine the role of Theme and Rheme in thematic progression patterns in Turkish EFL students’ argumentative essays in relation to their language education background. The data in this study were collected from two groups of students who study in English Language Teaching (ELT) and Psychological Counselling and Guidance (PCG) departments in a private university in Turkey. In order to analyze the data, first, the use and flow of Theme and Rheme were examined at the clause level based on Danes’ (1974) progression model. The results revealed that although students from both of the departments used similar types of thematic progression patterns in their essays, ELT students used higher numbers of thematic progression patterns than PCG students. In addition, problem areas that arise from misuse of Theme and Rheme, Thematic progression or both are described to understand the role of Theme and Rheme in thematic progression in argumentative essays. In general, ELT group in this study were found to be more successful in managing Theme and Rheme patterns to support the flow of their arguments because of their English education background. The results showed that studying Theme and Rheme relationships in EFL students’ texts is important to understand writing development even at the advanced levels, because when the writers cannot succeed in the flow of information, their texts become difficult for readers to follow an idea or argument. Therefore, this study argues for the necessity of teaching Theme and Rheme relationships explicitly in advanced writing classes to support EFL students’ writing development.
Keywords:
Theme- Rheme, Thematic Progression Patterns, Argumentative Essay,
___
- Abdul Rahman, Z. A. A. (2013). The Use of Cohesive Devices in Descriptive Writing by Omani Student-Teachers.
- Belmonte, I. A., & McCabe-Hidalgo, A. (1998). Theme Rheme patterns in L2 writing. Didáctica, 10, 13-31.
- Cheng, X.T. (2002). Cohesion and coherence in English compositions. Journal of School of Foreign Languages Shandong Teachers' University, 2(11), 94-98.
- DAÑES, E. (1974). “Functional sentence perspective and the organization of the text”. In F. DANES, (Ed.), Papers on functional sentence perspective, The Hague, Mouton.
- Ebrahimi, S.F., & Khedri, M. (2011). Thematicity in research article abstracts: A cross-disciplinary study. Educational Quest, 2(3), 287-292.
- Faigley, L. (1981). College Composition and Communication, Vol. 32, No. 2, Language Studies and Composing. (May, 1981), pp. 189-204.
- Fries, PH. (1992): «Information flow in written advertising». In J. ALATIs (Ed.) Georgetown University Round Table on Languages and Linguistics 1992: Language, Communication and Social Meaning, Washington DC, Georgetown University Press, PP. 336-52.
- Fries, PH. (1994): «On Theme, Rheme and Discourse goals». In M. COULTHARD (Ed.) Advances in Written Text Analysis, London, Routledge, pp. 229-249.
- Fries, PH. (1995a): «Themes, methods of development and texts». In R. HAsAN and PH. FRíES (Eds.) On Subject and Theme: From tIte Perspective of Functions in Discourse, Amsterdam, John Benjamins. Pp. 3 17-359.
- Fries, P. U. (1995b): «Patterns of information in initial position la English». la PH. Fries and M. Gregory (Eds.) Discourse and Meaning itt Society: Functional Perspectives, Nerwood, NI, Ablex Publishers, PP. 47-66.
- Halliday, Michael and Hasan, Ruqaiya (1976). Cohesion in English. Longman Group.
- Halliday M.A.K., Matthiessen, C. (2004). An Introduction to Functional Grammar, 3rd edition, London: Arnold
- Herriman, J. (2011). Themes and theme progression in Swedish advanced learners' writing in English. Nordic Journal of English Studies, 10, 1-28.
- Jacobs, Holly, L. (1981). Testing ESL Composition: A Practical Approach. English Composition Program.
- Jalilifar, A. (2010). Thematization in EFL students' composition writing and its relation to academic experience. RELC Journal, 41(1), 31-45.
- Koç, F. Ş. (2018). Analysis of Thematic Patterns and Cohesion in EFL Learners’ Argumentative Essays. (Master's Thesis).
- McCabe, A. M. (1999). Theme and thematic patterns in Spanish and English history texts (Unpublished master's thesis). Aston University, Birmingham.
- North, S. (2005). Disciplinary variation in the use of theme in undergraduate essays. Applied Linguistics, 26 (3), 431-452.
- Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge, UK: Cambridge University Press.
- Nurdianingsih, Fitri & Ita Purnama, Yuniarta. (2017). The Effect of Thematic Progression Pattern Toward Students' Writing Expository Paragraph. 10.2991/ictte-17.2017.52.
- Rosa, R. (2007). Thematic progression as a means to keep cohesion in exposition text. Jurnal Bahasa dan Seni, 8(2), 1-10.
- Wang, L. (2007). Theme and rheme in the thematic organization of text: Implications for teaching academic writing. Asian EFL Journal, 9(1), 164-176.
- Wang, X.W. (2010). TP pattern and coherence in English writing: Analysis of TEM-4 writing papers. Foreign Language Research, 2, 103-106.
- Yunita, S. (2018). THEME AND THEMATIC PROGRESSION IN STUDENTS’ RECOUNT TEXTS. Indonesian Journal of Applied Linguistics. 7(3).
- Zhang, Y. H. (2004). Thematic progression and coherence in writing. Foreign Language Learning Theory and Practice, 2, 47-50.
- Yayın Aralığı: Yıllık
- Başlangıç: 2006
- Yayıncı: Yeditepe Üniversitesi