)

TEXTUAL METAFUNCTION
(THEMATIZATION)
L
IDEATIONAL M M
LA IDEATIONAL
(REPRESENTATION)
(REPRESENTATION) E E
AN T T
A A
N F F
G INTERPERSONAL
INTERPERSONAL U U
G FUNCTIONS
FUNCTIONS (INTERACTION) N N
U
U (INTERACTION)
C C
T T
AA TEXTUAL
I I
O O
GG TEXTUAL
(MESSAGE)
(MESSAGE)
N N
S S
EE

@ Kos Pak Majid

@Kospakmajid
1.
1 .
Theme Rheme

22.
Theme Rheme
Where does
it go? what is it
called

1 2
•
e.g.: .

e.g.: .

.: (( ) .
•

e.g.:

e.g.:
•

Cont. Topical Rheme

Theme
•

Modal
Topical
Interper.
Theme Rheme
•

Vocative Topical
Theme Rheme
 On Saturday Will you be going?

Topical
Theme Rheme

Did we decide to wait?

Fin Subj
Theme Rheme

What time Is the exam?

Theme Rheme

Who Are you trying to kid?

Theme Rheme
 Either as
Theme in rheme
Imperatives only

Write Your name in the upper right hand corner

Rheme

Treat the
process
as
theme Write Your name in the upper right hand corner
Theme Rheme
What a beautiful day It is
This consist of
Theme Rheme a Wh-element
plus either a
nominal group
How divinely He dances or an
Theme Rheme adverbial
group
 Interpersonal Textual

Modal (adjunct)  Continuative (well, OK,

Finite etc)
Wh-interrogative  Structural (conjunctive or
Wh-relative)
 Conjunctive (Adjunct)

Metafunction
Theme
Compenents
Ideational

Topical (subject, complement

or circumstantial adjunct)
Theme and new information

I ‘m getting tired of you

Th New

You ‘re getting tired of me

Th New

It ‘s the final act of our little tragedy

Th New
 INTRODUCTION

• How English was introduced in Thailand: through

contact with foreign native speakers of English.

• The role of English in Thailand: gradually expanded

in parallel with the economic growth of Thailand and
the launch of the ASEAN Economic Community in
2015.

• Serious problem of EFL learners in Thailand: writing

skills (Based on a Previous studies on the written
work of Thai EFL learners both at university level
and at lower levels conducted by Lukanavanich
(1988), Abdulsata (1999), BoonLong (1998), Srinon
(1999), Lush (2002)).
 INTRODUCTION

• How English was introduced in Thailand: through

contact with foreign native speakers of English.

• The role of English in Thailand: gradually expanded

in parallel with the economic growth of Thailand and
the launch of the ASEAN Economic Community in
2015.

• Serious problem of EFL learners in Thailand: writing

skills (Based on a Previous studies on the written
work of Thai EFL learners both at university level
and at lower levels conducted by Lukanavanich
(1988), Abdulsata (1999), BoonLong (1998), Srinon
(1999), Lush (2002)).
 INTRODUCTION

• How English was introduced

: five problems
in Thailand:ofthrough
the Theme in terms of
contact with foreign native speakers of English.
Theme selections and Thematic progression patterns were found: the
problem of empty Theme, the problem of the brand new Theme, the
• The role of English in Thailand: gradually expanded
problemin of overuse
parallel withof constant
the progression,
economic the problem
growth of Thailand and of empty Rheme,
and thethe
problem
launch of confusing
of the ASEANselection
EconomicofCommunity
textual Theme.
in
2015.

• Serious
Provide Thaiproblem
EFL learners
of EFLwith a better
learners understanding
in Thailand: writing of problems in
order toskills
help(Based on a Previous
them improve their studies
writing on the written
performance.
work of Thai EFL learners both at university level
and at lower levels conducted by Lukanavanich
Provide ThaiAbdulsata
(1988), teachers(1999),
with information that willSrinon
BoonLong (1998), help to develop English
teaching materials
(1999), Lush and practical tools for Thai EFL learners, especially for
(2002)).
teaching writing in EFL classroom.
 INTRODUCTION

• How English was introduced in Thailand: through

contact with foreign native speakers of English.

• The role of English in Thailand: gradually expanded

• HowinEnglish
parallelwas
withintroduced in Thailand:
the economic growth ofthrough contact
Thailand and with foreign
native
thespeakers
launch ofof
theEnglish.
ASEAN Economic Community in
2015.
• The role of English in Thailand: gradually expanded in parallel with the
• Seriousgrowth
economic of Thailand
problem and theinlaunch
of EFL learners of the
Thailand: ASEAN Economic
writing
Community in 2015.
skills (Based on a Previous studies on the written
work of Thai EFL learners both at university level
and at
• Serious lower levels
problem of EFLconducted
learners inbyThailand:
Lukanavanich
writing skills (Based on a
(1988),
Previous Abdulsata
studies (1999),
on the writtenBoonLong (1998),
work of Thai EFLSrinon
learners both at
(1999),level
university Lushand
(2002)).
at lower levels conducted by Lukanavanich (1988),
Abdulsata (1999), BoonLong (1998), Srinon (1999), Lush (2002)).
 INTRODUCTION

• How English was introduced in Thailand: through

contact with foreign native speakers of English.

many studies have been done to ascertain errors

• The role of English in Thailand: gradually expanded
which inoccur below
parallel theeconomic
with the clause level,
growth however
of Thailandthere
and has been little
previous work focusing
the launch on errors
of the ASEAN at the
Economic discourse
Community in level
2015.
: Thai EFL learners’ writing at the level
beyond the clause
• Serious problemtoofinvestigate
EFL learnersThai EFL learners’
in Thailand: writing writing
skills (Based on a Previous studies on the written
difficulties.
work of Thai EFL learners both at university level
and at lower levels conducted by Lukanavanich
(1988), Abdulsata (1999), BoonLong (1998), Srinon Using the
analytical framework
(1999), of Theme Rheme of Systemic Functional
Lush (2002)).
Linguistics to characterize writing in terms of coherence.
 INTRODUCTION

• How English was introduced in Thailand: through

contact with foreign native speakers of English.

• The role of English in Thailand: gradually expanded

in parallel with the economic growth of Thailand and
 Provide Thai EFL
the launch of thelearners
ASEANwith a better
Economic understanding
Community in of problems
2015.
in order to help them improve their writing performance.
• Serious problem of EFL learners in Thailand: writing
skills (Based on a Previous studies on the written
workThai
 Provide of Thai EFL learners
teachers both at university
with information levelhelp to develop
that will
and at lower levels conducted by Lukanavanich
(1988),
English Abdulsata
teaching (1999),and
materials BoonLong (1998),
practical toolsSrinon
for Thai EFL learners,
(1999), Lush (2002)).
especially for teaching writing in EFL classroom.
 INTRODUCTION

• How English was introduced in Thailand: through

contact with foreign native speakers of English.

• The role of English in Thailand: gradually expanded

documentation
in parallel methods
with the economic growth of Thailand and
the launch of theThematic
ASEAN Economic Community
selections in
and Thematic progression
2015.
patterns.
• Serious problem of EFL learners in Thailand: writing
• usingskills
the (Based
Theme-Rheme framework
on a Previous studies to
onexamine
the writtenthe Thematic
work ofand
structures Thaithe
EFL learners progressions.
Thematic both at university level
and at lower levels conducted by Lukanavanich
• analyzing the Thematic structures was adopted from Halliday (1985).
(1988), Abdulsata (1999), BoonLong (1998), Srinon
• analyzing
(1999),the Thematic
Lush (2002)). progression of student texts was based on the
Paltridge’s classification of Thematic progression.
 INTRODUCTION

• How English was introduced in Thailand: through

contact with foreign native speakers of English.

• The role of English in Thailand: gradually expanded

in parallel with the economic growth of Thailand and
the launch of the ASEAN Economic Community in
2015.

• Serious problem of EFL learners in Thailand: writing

skills (Based on a Previous studies on the written
work of Thai EFL learners both at university level
and at lower levels conducted by Lukanavanich
(1988), Abdulsata (1999), BoonLong (1998), Srinon
(1999), Lush (2002)).
 Finding
1. Theme and Rheme
Focus exclusively on the Thematic structure to examine the problems
resulting from the misuse of Theme and its effect on Thematic Progression in
paragraph writing.

2. Theme and Rheme boundary

Theme typically introduces some information which can either be in the form
of a representation (Ideational), an opinion of the writer (Interpersonal) or
the actual organization of the text by linking (textual).
 Table 1

THEME THEME THEME RHEME

TOPICAL/
TEXTUAL INTERPERSONAL IDEATIONAL -------------
(OPTIONAL) (OPTIONAL)
Conjuction group : Mood adjunct: Non-elipsed:
and, if, when, I think the best thing I
because, Most importantly have ever read, I,
first, second, finally, In my opinion Power of life, the
then, as, so, in Most of all book
addition, moreover,
weather, for Ellipsed: -
example,
most importantly,
in pasticularly, since
Relative nominal Relative nominal
group: which, who, group: which,who,
that, why that, why
3. Theme and Rheme Structure
a. Textual Theme : - conjunctive adjunct (internal,
external)
- continuative adjunct.
b. Interpersonal Theme
There are no wh-elements and vocative subtypes. A set of lexical items
such as mood adjunct (‘I think/thought’), comment adjunct (‘most
importantly, most of all’), and finite (‘does’) are used to indicate the writer’s
comment on the ideational content of the clause.

c. Topical / Ideational Theme

Indicates that multiple Themes are dominant in the texts. As a result,
the use of multiple Themes is one of the characteristic features of writing
exposition, helping the writers in their attempts to persuade the readers.
 Table 2
The External Conjunction

Logical Relation Examples

Addition Additive and, both…and
Alternative Or
Comparison Similar Like
Time Successive after, since, before, after that, then, until
Simultaneous as, while, when
Comsequence Cause because, so, therefore, even though,
however, anyway
Means But
Condition if, whether, then
Purpose so that
 Table 3
The Internal Conjuction

Logical Relations Examples

Addition Developing furthermore, moreover, in addition
Comparison Rework such as, for instance, for example, in particularly
Time Successive first of all, first, second, third, finally, next, the last

Table 4. The Continuatives

Logical Realation Examples

Addition Neutral too, also
Comparison Neutral so (does the daughter)
less than only, just
Time Persistent still
4. Thematic Progression
Three Thematic progression patterns found in the present study. They
are a Theme reiteration, or constant Theme pattern, a zigzag Theme
pattern, and a multiple Theme or split Rheme. The multiple Theme or
split Rheme is used most frequently (51.35%) followed by the Theme
reiteration, or constant Theme pattern (34.23%) and the zigzag Theme
pattern (14.42%).
 Conclusions
• Firstly, this study aims to investigate the
Thematic selections used by Thai EFL learners
in their writing.
• Secondly, it examines the Thematic
progression patterns of Thai EFL learners in
their writing.
• Thirdly, it investigates the problems in terms
of the flow of Theme-Rheme in the texts
written by Thai EFL learners.
• Fourthly, the analysis showed that the texts
which lack Thematic progression encounter
many kinds of problems.