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010   $a981-10-0254-1
024 7 $a10.1007/978-981-10-0254-0
035   $a(CKB)3710000000572239
035   $a(EBL)4202055
035   $a(DE-He213)978-981-10-0254-0
035   $a(MiAaPQ)EBC4202055
035   $a(EXLCZ)993710000000572239
100   $a20151217d2016      u|         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aTheme and Thematic Progression in Chinese College Students? English Essays /$fby Jing Wei
205   $a1st ed. 2016.
210  1$aSingapore :$cSpringer Singapore :$cImprint: Springer,$d2016.
215   $a1 online resource (198 p.)
300   $aDescription based upon print version of record.
311   $a981-10-0253-3 
320   $aIncludes bibliographical references at the end of each chapters.
327   $aForeword -- List of abbreviations -- Chapter 1 Introduction -- Chapter 2 Literature review -- Chapter 3 Theoretical background -- Chapter 4 Research Design -- Chapter 5 Results and analysis of pre-essays -- Chapter 6 Results and analysis of post-essays -- Chapter 7 Results and analysis of pre- and post- essays -- Chapter 8 Results and analysis of the questionnaire -- Chapter 9 Discussion -- Chapter 10 Conclusion -- Appendix 1 Plan for the interventional procedures -- Appendix 2: Questionnaire -- Appendix 3: Instructional package -- Appendix 4: Teachers? guide to the instruction -- Appendix 5: Consent form for the experimental group -- Appendix 6: Consent form for the control group -- Appendix 7: Consent form for the native speaker group.
330   $aThis book focuses on how instruction affects English learners? use of Theme and thematic progression (thematic organization). While thematic organization in learner English has been extensively studied, little research has been done to investigate the effects of instruction on the use of Theme and thematic progression. Adopting a Systemic Functional Grammar approach, this study explores how a ten-week instruction on thematic organization affects Chinese college students? use of Theme and thematic progression by comparing their English essays before and after the instruction, with native-speaker essays as the research baseline. Second-language acquisition researchers, curriculum developers and foreign language teachers will find this book useful as it not only presents a clear and detailed report of how Chinese college students learn to make better thematic choices, but also provides a well-developed instructional package on Theme and thematic progression.
606   $aApplied linguistics
606   $aLanguage and education
606   $aPhilology
606   $aLinguistics
606   $aApplied Linguistics$3https://scigraph.springernature.com/ontologies/product-market-codes/N13000
606   $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O23000
606   $aLanguage and Literature$3https://scigraph.springernature.com/ontologies/product-market-codes/N29000
615  0$aApplied linguistics.
615  0$aLanguage and education.
615  0$aPhilology.
615  0$aLinguistics.
615 14$aApplied Linguistics.
615 24$aLanguage Education.
615 24$aLanguage and Literature.
676   $a410
700   $aWei$b Jing$4aut$4http://id.loc.gov/vocabulary/relators/aut$01062712
906   $aBOOK
912   $a9910253328803321
996   $aTheme and Thematic Progression in Chinese College Students? English Essays$92527924
997   $aUNINA