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1、AStudyofThematicStructureThematicProgressioninIELTSAcademicWritingAGraduationThesisSubmittedtotheGraduateSchoolofShantouUniversityinPartialFulfillmentoftheRequirementsftheDegreeofMasterofArtsinEnglishLanguageLiteratureby
2、SunHeyangundertheSupervisionofProfessLiJieJune2015IIAbstractFtheEFLlearnersoneobviousdeficiencyofwritingisthelackoftextcohesioncoherence.Itmakestheinfmationintheessayfragmentedtheganizationloose.Thisstudyaimstostudythewr
3、itingdeficiencyprimarilywithinthetheeticalframewkofthethematicstructurethethematicprogressionfromasystemicfunctionallinguisticperspective.Indertofindouthowthematicstructurethematicprogressioneffectthewritingproficiency32
4、IELTSacademicwritingessayspublishedonCambridgeEnglishIELTS19aretakenasthestudycpus.Theyaredividedintotwogroups:16sampleswiththescehigherthan6.0areclassifiedintoGroupHightheother16sampleswiththescelowerthan6.0(including6.
5、0)areclassifiedintoGroupLow.Basedonthisgroupingdivisionthreeresearchquestionsareputfward:1.WhatisthefeatureofThemecompositioninthetwogroupshowdoesitinfluenceacademicwriting2.WhatisthefeatureofThemestatusinthetwogroupshow
6、doesitinfluenceacademicwriting3.WhatisthedistributionofthematicprogressionpatternsinthetwogroupshowdoesitinfluenceacademicwritingWiththehelpofstatisticsoftwareSPSS19.0substantivecaseanalysesthestudyhaswkedoutthegenericdi
7、stributionofthematicstructurethematicprogressioninthetwogroupshowtheyspecificallyeffecttheacademicwritingproficiency.Thethematicstructurethematicprogressioneffectwritingproficiencythroughqualityinsteadofquantity.Thehighq
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