Natthapong ChanyooPattama PatpongLin, Jiehua, 1993-2024-01-042024-01-04201920192024Thesis (M.A. (Applied Linguistics))--Mahidol University, 2019https://repository.li.mahidol.ac.th/handle/20.500.14594/91710Applied Linguistics (Mahidol University 2019)Mindful of the importance of argumentative writing to Chinese EFL learners and the unclear picture of textual meaning in their writing, the current study aimed to explore how Chinese EFL learners create textual meaning by means of the three textual resources in Systemic Functional Grammar - Theme-Rheme structure (Theme choice and thematic progression), information structure and cohesion. To reach this aim, the author analyzed the textual meaning of 100 argumentative writing samples randomly collected from the Ten thousand English Compositions of Chinese Learners (Version 1.1) as compared to those of all 13 available IELTS model writing samples from the IELTS official preparation books. The analysis showed that textual meaning in Chinese EFL learners' argumentative writing deviated from that of IELTS model writing. IELTS model writing showed an argumentative nature by its employment of interpersonal Theme to make direct and clear expressions of personal opinions, the use of personal pronoun I as opinion-holder and its use of marked Theme with the discourse function of contingency; IELTS model writing showed stronger connections among ideas manifested by its higher density of thematic progression, dominant use of linear progression, less use of gapped progressions, more Given information and unused and anchored-New information in the Theme and its dominant employment of lexical cohesion. IELTS model writing was more flexible in the creation of textual meaning by its alternations among different thematic progression patterns, different wordings for Theme in constant progression and various ways of expression of personal viewpoints. In contrast, Chinese EFL learners' argumentative writing showed unexpected textual meaning due to the descriptive nature of their writing shown by their use of temporal marked Theme and their use of personal pronoun I as autobiographer in telling personal anecdotes. Chinese EFL learners' argumentative writing also showed a colloquial nature due to their use of interpersonal Themes in interrogatives and their frequent use of second personal pronouns. Chinese EFL learners' argumentative writing had information breaks due to their use of empty Theme and empty Rheme, brand-New information in the Theme and Given-Given information order. Their writing demonstrated looser textual meaning than that of IELTS model writing due to the lower density of thematic progression, their stronger reliance on Rhematic progressions and gapped progressions. Based on the research findings, it is suggested that Chinese EFL learners be given instructions on how the three textual resources make contributions to textual meaning in argumentative writing. Future research is suggested to obtain more well-written writing samples for comparison to generate more persuasive results and include other aspects of textual meaning into analysis if time and budgets permit.xii, 114 leaves : ill.application/pdfengผลงานนี้เป็นลิขสิทธิ์ของมหาวิทยาลัยมหิดล ขอสงวนไว้สำหรับเพื่อการศึกษาเท่านั้น ต้องอ้างอิงแหล่งที่มา ห้ามดัดแปลงเนื้อหา และห้ามนำไปใช้เพื่อการค้าChinese languageWritingLanguage and language -- Study and teachingEnglish language -- Study and teaching -- Foreign speakersMahidol University