This document summarizes research on thematic structures in academic translated texts. It discusses how thematic structure and progression play an important role in organizing messages and enabling clear communication and understanding. One issue in translation is how translators handle these cohesive devices when translating a text into another language. The document reviews previous studies on thematic development and progression across languages with a focus on translation. It finds that thematic structures are effective tools that allow translators to be aware of where arguments may lose effectiveness in terms of theme/rheme organization during translation. Both writers and translators need knowledge of thematic structures for creating and interpreting texts, and translators specifically need mastery of thematic structures in both the source and target languages.
The document discusses the concepts of theme and rheme in clauses. It defines theme as the element that comes first in a clause that represents what the clause is about. Rheme is defined as the rest of the clause that typically contains new information. There are different types of themes including unmarked topical, marked topical, textual, and interpersonal. The document provides examples and explanations of how to identify different types of themes and analyzes theme patterns in texts.
1. The document discusses the concepts of theme and rheme in clauses and how they are used to understand how information is conveyed.
2. Theme refers to the element(s) that come first in a clause and what the clause is about, while rheme is the rest of the clause that provides more information about the theme.
3. There are different types of themes including unmarked topical, marked topical, textual, and interpersonal themes.
This document discusses the concepts of theme and rheme and how they help understand how information is conveyed in clauses. Theme refers to the element that serves as the starting point of the message in the clause, while rheme is the remainder of the message. Themes can be unmarked or marked. Unmarked themes are typically nominal groups, while marked themes involve other elements like complements. Clauses also contain elements like subjects, verbs, complements, and adjuncts. Themes can be simple, consisting of just one constituent, or multiple, containing different types of themes.
This document provides an introduction to lexico-grammar, which examines the interdependency between vocabulary (lexis) and grammatical structures. It discusses how lexico-grammar allows language to have unlimited creative potential through finite expression units. This is achieved through an intermediate level of coding that expands the meaning potential. Lexico-grammar provides means to arrange grammatical structures in different ways to make different meanings, such as extending language through techniques like coining new words or using structures atypically. It also allows for simultaneous meanings through techniques like varying intonation of a word. The document outlines principles of analyzing grammatical units and constituents, including rank scales and bracketing analyses. It discusses multifunctionality in language and how constituents can
An article on applying theme and rheme analysis in translationRusdi Noor Rosa
This paper focuses on the use of theme and rheme analysis as a criterion for judging good translation as judgement without criterion is just a pain. The purpose of translation is to convey the same message in different language for understanding process assistance. However, a translated text sometimes contains a slightly different message from its source. This will certainly lead to ineffective use of translation for delivering different messages in different languages. Every message has a core realized in a theme informing the focus of the message. Different focus shapes different mental pattern of how the message is understood. Moreover, in translating extremely important documents, e.g. Act of the Republic of Indonesia Number 20 Year 2003 on National Education System, the theme of every clause must be carefully controlled. This Act serves as the legal framework for the major educational goal, policies and plans in Indonesia. Considering its vital role in the Indonesian education system, it should be well translated.
This document discusses textual meaning and thematic structure in language. It defines key concepts such as theme, rheme, information structure, thematization, and thematic progression. Theme refers to the starting point or topic of a message, usually found at the beginning of a clause, while rheme is the rest of the clause and contains the information being said about the theme. There are different types of themes, including experiential, interpersonal, and textual themes. Thematic progression patterns in texts include constant theme, linear theme, and split rheme patterns. The document also examines problems that can occur in theme analysis, such as with existential there, projections, interpolations, and preposed attributives.
1. The document discusses the concepts of theme and rheme in clauses and how they are used to understand how information is conveyed.
2. Theme refers to the element(s) that come first in a clause and what the clause is about, while rheme is the rest of the clause that provides more information about the theme.
3. There are different types of themes including unmarked topical, marked topical, textual, and interpersonal themes.
This document discusses Systemic Functional Linguistics and the concepts of theme and rheme in clauses and texts. There are three main types of theme: ideational, which refers to the topic or subject; interpersonal, which includes elements like modals and vocatives; and textual, which relate the clause to the context. The theme serves as the point of departure for the message and clause, with the rheme providing new information. Various linguistic elements can serve as themes, including subjects, objects, adverbials, and conjunctions. The ordering of themes and rhemes helps to structure texts cohesively.
The document discusses the concepts of theme and rheme in clauses. It defines theme as the element that comes first in a clause that represents what the clause is about. Rheme is defined as the rest of the clause that typically contains new information. There are different types of themes including unmarked topical, marked topical, textual, and interpersonal. The document provides examples and explanations of how to identify different types of themes and analyzes theme patterns in texts.
1. The document discusses the concepts of theme and rheme in clauses and how they are used to understand how information is conveyed.
2. Theme refers to the element(s) that come first in a clause and what the clause is about, while rheme is the rest of the clause that provides more information about the theme.
3. There are different types of themes including unmarked topical, marked topical, textual, and interpersonal themes.
This document discusses the concepts of theme and rheme and how they help understand how information is conveyed in clauses. Theme refers to the element that serves as the starting point of the message in the clause, while rheme is the remainder of the message. Themes can be unmarked or marked. Unmarked themes are typically nominal groups, while marked themes involve other elements like complements. Clauses also contain elements like subjects, verbs, complements, and adjuncts. Themes can be simple, consisting of just one constituent, or multiple, containing different types of themes.
This document provides an introduction to lexico-grammar, which examines the interdependency between vocabulary (lexis) and grammatical structures. It discusses how lexico-grammar allows language to have unlimited creative potential through finite expression units. This is achieved through an intermediate level of coding that expands the meaning potential. Lexico-grammar provides means to arrange grammatical structures in different ways to make different meanings, such as extending language through techniques like coining new words or using structures atypically. It also allows for simultaneous meanings through techniques like varying intonation of a word. The document outlines principles of analyzing grammatical units and constituents, including rank scales and bracketing analyses. It discusses multifunctionality in language and how constituents can
An article on applying theme and rheme analysis in translationRusdi Noor Rosa
This paper focuses on the use of theme and rheme analysis as a criterion for judging good translation as judgement without criterion is just a pain. The purpose of translation is to convey the same message in different language for understanding process assistance. However, a translated text sometimes contains a slightly different message from its source. This will certainly lead to ineffective use of translation for delivering different messages in different languages. Every message has a core realized in a theme informing the focus of the message. Different focus shapes different mental pattern of how the message is understood. Moreover, in translating extremely important documents, e.g. Act of the Republic of Indonesia Number 20 Year 2003 on National Education System, the theme of every clause must be carefully controlled. This Act serves as the legal framework for the major educational goal, policies and plans in Indonesia. Considering its vital role in the Indonesian education system, it should be well translated.
This document discusses textual meaning and thematic structure in language. It defines key concepts such as theme, rheme, information structure, thematization, and thematic progression. Theme refers to the starting point or topic of a message, usually found at the beginning of a clause, while rheme is the rest of the clause and contains the information being said about the theme. There are different types of themes, including experiential, interpersonal, and textual themes. Thematic progression patterns in texts include constant theme, linear theme, and split rheme patterns. The document also examines problems that can occur in theme analysis, such as with existential there, projections, interpolations, and preposed attributives.
1. The document discusses the concepts of theme and rheme in clauses and how they are used to understand how information is conveyed.
2. Theme refers to the element(s) that come first in a clause and what the clause is about, while rheme is the rest of the clause that provides more information about the theme.
3. There are different types of themes including unmarked topical, marked topical, textual, and interpersonal themes.
This document discusses Systemic Functional Linguistics and the concepts of theme and rheme in clauses and texts. There are three main types of theme: ideational, which refers to the topic or subject; interpersonal, which includes elements like modals and vocatives; and textual, which relate the clause to the context. The theme serves as the point of departure for the message and clause, with the rheme providing new information. Various linguistic elements can serve as themes, including subjects, objects, adverbials, and conjunctions. The ordering of themes and rhemes helps to structure texts cohesively.
The document discusses various linguistic concepts related to text structure including theme, rheme, given and new information, thematic patterning, cohesion, and texture. It provides examples and explanations of linear, constant, and complex combined thematic patterning. It also notes the difference between theme/rheme and subject/predicate and discusses how coherence depends on the reader's ability to identify relationships between illocutionary and locutionary acts based on topic and context.
Systemic Functional Grammar (SFG) sees language as a meaning making resource that is shaped by its social context. SFG analyzes language based on three metafunctions - ideational (experiential and logical), interpersonal, and textual. It analyzes clauses based on their mood structure and theme. Mood structure looks at the proposition or proposal of a clause based on the relationship between subject and finite. Theme analyzes how messages are structured from known to unknown information based on theme-rheme patterns. SFG also analyzes the representation of experiences through the system of transitivity involving processes, participants, and circumstances.
This document provides an introduction to lexico-grammar, which examines the interdependency of vocabulary and grammatical structures. It describes how language meets the demand of having infinite meanings from finite expression units through an intermediate level of lexico-grammar. Lexico-grammar provides means to arrange grammatical structures to make different meanings, such as extending language through coining new words or using structures atypically. Constituents in a clause take on multifunctional roles to simultaneously realize ideational, interpersonal and textual meanings.
We all use grammar from the time that we can speak in intelligible sentences, because Grammar deals with the abstract system of rules in terms of which a person’s mastery of his native language can be explained. We assume that it all happens naturally and are only confronted with the need to understand and define how English works when we learn another language or attempt to teach English to others. so, let us see about functional grammar.
The document provides an outline for a discourse analysis and grammar course. It includes sections on references, conjunction, theme and rheme, substitution and ellipsis, and tense and aspect. The document defines key terms related to discourse analysis and grammar such as anaphoric and cataphoric references, ideational and textual themes, and nominal, verbal, and clausal ellipsis. It also provides examples to illustrate concepts like conjunction types, theme and rheme, and substitution and ellipsis.
This document discusses the levels of language and structure of sentences in systemic grammar. There are three levels of language: substance, form, and situation. Sentences have two important aspects - chain (surface structure) and choice (deep structure). Chain refers to the linear order and position of words. There are five ranks along the axis of chain: morph, word, group, clause, and sentence. Groups can be nominal, verbal, prepositional, or adverbial depending on the head word. Clauses include independent and dependent clauses, with conditioning, additioning, and reported dependent clauses. The structure of a sentence includes a subject, predicate, complement, and adjunct.
The document discusses mood in systemic functional linguistics. Mood consists of the subject and finite operator and realizes interpersonal meaning in conversation. The mood carries interpersonal functions and consists of a subject and finite element. It indicates whether a clause is declarative, interrogative, or imperative. Modality involves modalization, which expresses the probability or usuality of a proposition, or modulation, which expresses obligation or inclination of proposals.
The document discusses a computer-assisted teaching method for teaching types of nouns and their functions to junior high school students. It begins by providing background on the importance of language and communication. It then describes the research problem, scope, and methodology. It defines and provides examples of 7 types of nouns: common, proper, collective, abstract, compound, count, and mass. It discusses 9 functions of nouns: subject, direct object, indirect object, object of preposition, predicate noun, appositive noun, possessive modifier, adjective, and adverb. Finally, it describes the computer tutorial program used, which presents materials and exercises across 5 units, with pop-up explanations and a non-sequential design allowing student choice
Above The Clause & Below The Cluase In Functional GrammarDr. Cupid Lucid
This document discusses linguistic concepts related to clause structure and analysis. It defines key terms like group, phrase, clause complex, taxis, logico-semantic relationships and expansion. It provides examples of nominal groups, verbal groups, adverbial groups and conjunction groups. It also explains the different types of taxis (parataxis and hypotaxis) and logico-semantic relationships (expansion and projection). Several questions are included at the end to test understanding of the concepts covered.
This document discusses various grammatical concepts related to discourse analysis and cohesion between clauses. It defines key terms like theme, rheme, reference, substitution, ellipsis, and conjunction. It provides examples and explanations of different types of reference like anaphoric, cataphoric, exophoric, and homophoric reference. It also distinguishes between substitution, ellipsis, and the different types of conjunctions like additive, adversative, temporal, and causal conjunctions. The document serves to link grammar concepts to discourse analysis and explain how grammar creates cohesion and textuality in both spoken and written language.
The document discusses the significance of analyzing language as clause exchange in functional grammar. It explains that a clause has two main parts - the mood and the residue. The mood contains the subject and finite and expresses the core proposition, while the residue contains other elements that complete the sense. There are three main mood structures - declarative, interrogative and imperative. The document also describes different types of adjuncts and complements that can be present in the residue.
The document discusses clause complexes and the relationships between clauses. It covers two types of relationships between clauses: taxis (parataxis and hypotaxis) and logico-semantic types (expansion and projection). Expansion includes elaboration, extension, and enhancement. Projection involves reporting or quoting content through verbal or mental clauses. The document also discusses different types of groups like nominal, verbal, adverbial, and conjunction groups.
The document discusses the grammar of interpersonal meaning in conversations. It explains that there are initiating moves such as giving, demanding goods/services/information and responding moves like supporting and confronting. Initiating speech functions include offers, commands, and questions while responding functions are acceptances, compliances, answers, and contradictions. A clause has two parts: the mood, which holds the proposition and makes it arguable using finite operators, and the residue, which is less important and includes the predicator, complement, and adjuncts. Polarity and modality, involving degrees of likelihood, are also discussed.
This document provides an overview of a university-level English syntax course. It includes the course code, title, credits, and instructor's name. The course will cover topics like sentence structure, types of sentences, parts of a sentence including subjects and predicates, and different types of clauses over 15 lectures. The first three lectures will cover sentences and their components, including subjects, predicates, and complements like direct and indirect objects.
Discourse Analysis and Grammar
Cohesion - cohesive devices
Grammatical devices
Reference - Substitution - Ellipsis - Conjunctions
Many Examples with good explanation
إعداد : عبدالرحمن ايمن عبدالاه
Email: Abdelrahman.Ayman.Abdella@gmail.com
تحت إشراف / د. حامد أبو شرق
كلية التربية جامعة دمنهور
2018
Structures Of Axis Of Chain In Systemic GrammarDr. Cupid Lucid
The document discusses key concepts in systemic grammar including levels of language, structures of sentences, and ranks within language. It notes there are three levels of language: substance, form, and situation. There are two important aspects in systemic grammar - "chain" which is the surface structure, and "choice" which is the deep structure. Language follows patterns along the chain/axis of chain. There are five ranks along this axis: morph, word, group, clause, and sentence.
There are three principal models of morphology:
1) Item and Arrangement (IA) which analyzes word forms as sequences of concatenated morphemes.
2) Item and Process (IP) which analyzes words as the result of applying rules to alter lexemes into word forms.
3) Word and Paradigm (WP) which is word-based and considers paradigms as the central concept, making generalizations about relationships between inflected word forms.
The document discusses theoretical strategies for supporting overseas students' academic writing skills. It defines key concepts like theme and rheme in clauses, and thematic progression between clauses. Overseas students often struggle with these concepts in English writing due to less exposure and differences from their native language. The document analyzes examples of student writing that lack clear theme-rheme structures, introduce new information in themes, or use progression inappropriately. It concludes by discussing pedagogical implications like teaching students a full range of theme and progression choices to improve the coherence and suitability of their academic writing.
This document provides an introduction and overview of discourse analysis (DA). It defines key terms like discourse and discusses different approaches to DA. DA analyzes patterns of language use across texts and how they relate to social and cultural contexts. It focuses on both spoken and written language. The document also discusses discourse and society, including how identities are performed through language. Ideologies are maintained partially through language use and different discourse communities use language in distinct ways.
This document discusses how the textual component of discourse aids in creating the flow of information through a text. Specifically, it examines thematization and topic at the clause, clause complex, and paragraph levels to understand how meaning unfolds linearly in a discourse. As an example, it analyzes the thematic structure of 1 John 2:28-3:17 to demonstrate how this approach can be used in biblical exegesis. The key points are that discourse has a linear structure which constraints how meaning is conveyed, and that examining thematic elements at different ranks allows one to determine the topic of a discourse.
Introduction to Systemic Functional LinguisticsAleeenaFarooq
Systemic Functional Linguistics (SFL) is an approach to linguistics developed by Michael Halliday that views language as a social semiotic system. In SFL, grammar is seen as a meaning-making resource that evolved to serve social functions. Halliday proposed that languages involve three metafunctions: using language to construe experience, enact social relations, and create coherent texts. SFL analyzes language from both a general semantic perspective as a system of options and a specific perspective as socially constructed texts.
The document discusses various linguistic concepts related to text structure including theme, rheme, given and new information, thematic patterning, cohesion, and texture. It provides examples and explanations of linear, constant, and complex combined thematic patterning. It also notes the difference between theme/rheme and subject/predicate and discusses how coherence depends on the reader's ability to identify relationships between illocutionary and locutionary acts based on topic and context.
Systemic Functional Grammar (SFG) sees language as a meaning making resource that is shaped by its social context. SFG analyzes language based on three metafunctions - ideational (experiential and logical), interpersonal, and textual. It analyzes clauses based on their mood structure and theme. Mood structure looks at the proposition or proposal of a clause based on the relationship between subject and finite. Theme analyzes how messages are structured from known to unknown information based on theme-rheme patterns. SFG also analyzes the representation of experiences through the system of transitivity involving processes, participants, and circumstances.
This document provides an introduction to lexico-grammar, which examines the interdependency of vocabulary and grammatical structures. It describes how language meets the demand of having infinite meanings from finite expression units through an intermediate level of lexico-grammar. Lexico-grammar provides means to arrange grammatical structures to make different meanings, such as extending language through coining new words or using structures atypically. Constituents in a clause take on multifunctional roles to simultaneously realize ideational, interpersonal and textual meanings.
We all use grammar from the time that we can speak in intelligible sentences, because Grammar deals with the abstract system of rules in terms of which a person’s mastery of his native language can be explained. We assume that it all happens naturally and are only confronted with the need to understand and define how English works when we learn another language or attempt to teach English to others. so, let us see about functional grammar.
The document provides an outline for a discourse analysis and grammar course. It includes sections on references, conjunction, theme and rheme, substitution and ellipsis, and tense and aspect. The document defines key terms related to discourse analysis and grammar such as anaphoric and cataphoric references, ideational and textual themes, and nominal, verbal, and clausal ellipsis. It also provides examples to illustrate concepts like conjunction types, theme and rheme, and substitution and ellipsis.
This document discusses the levels of language and structure of sentences in systemic grammar. There are three levels of language: substance, form, and situation. Sentences have two important aspects - chain (surface structure) and choice (deep structure). Chain refers to the linear order and position of words. There are five ranks along the axis of chain: morph, word, group, clause, and sentence. Groups can be nominal, verbal, prepositional, or adverbial depending on the head word. Clauses include independent and dependent clauses, with conditioning, additioning, and reported dependent clauses. The structure of a sentence includes a subject, predicate, complement, and adjunct.
The document discusses mood in systemic functional linguistics. Mood consists of the subject and finite operator and realizes interpersonal meaning in conversation. The mood carries interpersonal functions and consists of a subject and finite element. It indicates whether a clause is declarative, interrogative, or imperative. Modality involves modalization, which expresses the probability or usuality of a proposition, or modulation, which expresses obligation or inclination of proposals.
The document discusses a computer-assisted teaching method for teaching types of nouns and their functions to junior high school students. It begins by providing background on the importance of language and communication. It then describes the research problem, scope, and methodology. It defines and provides examples of 7 types of nouns: common, proper, collective, abstract, compound, count, and mass. It discusses 9 functions of nouns: subject, direct object, indirect object, object of preposition, predicate noun, appositive noun, possessive modifier, adjective, and adverb. Finally, it describes the computer tutorial program used, which presents materials and exercises across 5 units, with pop-up explanations and a non-sequential design allowing student choice
Above The Clause & Below The Cluase In Functional GrammarDr. Cupid Lucid
This document discusses linguistic concepts related to clause structure and analysis. It defines key terms like group, phrase, clause complex, taxis, logico-semantic relationships and expansion. It provides examples of nominal groups, verbal groups, adverbial groups and conjunction groups. It also explains the different types of taxis (parataxis and hypotaxis) and logico-semantic relationships (expansion and projection). Several questions are included at the end to test understanding of the concepts covered.
This document discusses various grammatical concepts related to discourse analysis and cohesion between clauses. It defines key terms like theme, rheme, reference, substitution, ellipsis, and conjunction. It provides examples and explanations of different types of reference like anaphoric, cataphoric, exophoric, and homophoric reference. It also distinguishes between substitution, ellipsis, and the different types of conjunctions like additive, adversative, temporal, and causal conjunctions. The document serves to link grammar concepts to discourse analysis and explain how grammar creates cohesion and textuality in both spoken and written language.
The document discusses the significance of analyzing language as clause exchange in functional grammar. It explains that a clause has two main parts - the mood and the residue. The mood contains the subject and finite and expresses the core proposition, while the residue contains other elements that complete the sense. There are three main mood structures - declarative, interrogative and imperative. The document also describes different types of adjuncts and complements that can be present in the residue.
The document discusses clause complexes and the relationships between clauses. It covers two types of relationships between clauses: taxis (parataxis and hypotaxis) and logico-semantic types (expansion and projection). Expansion includes elaboration, extension, and enhancement. Projection involves reporting or quoting content through verbal or mental clauses. The document also discusses different types of groups like nominal, verbal, adverbial, and conjunction groups.
The document discusses the grammar of interpersonal meaning in conversations. It explains that there are initiating moves such as giving, demanding goods/services/information and responding moves like supporting and confronting. Initiating speech functions include offers, commands, and questions while responding functions are acceptances, compliances, answers, and contradictions. A clause has two parts: the mood, which holds the proposition and makes it arguable using finite operators, and the residue, which is less important and includes the predicator, complement, and adjuncts. Polarity and modality, involving degrees of likelihood, are also discussed.
This document provides an overview of a university-level English syntax course. It includes the course code, title, credits, and instructor's name. The course will cover topics like sentence structure, types of sentences, parts of a sentence including subjects and predicates, and different types of clauses over 15 lectures. The first three lectures will cover sentences and their components, including subjects, predicates, and complements like direct and indirect objects.
Discourse Analysis and Grammar
Cohesion - cohesive devices
Grammatical devices
Reference - Substitution - Ellipsis - Conjunctions
Many Examples with good explanation
إعداد : عبدالرحمن ايمن عبدالاه
Email: Abdelrahman.Ayman.Abdella@gmail.com
تحت إشراف / د. حامد أبو شرق
كلية التربية جامعة دمنهور
2018
Structures Of Axis Of Chain In Systemic GrammarDr. Cupid Lucid
The document discusses key concepts in systemic grammar including levels of language, structures of sentences, and ranks within language. It notes there are three levels of language: substance, form, and situation. There are two important aspects in systemic grammar - "chain" which is the surface structure, and "choice" which is the deep structure. Language follows patterns along the chain/axis of chain. There are five ranks along this axis: morph, word, group, clause, and sentence.
There are three principal models of morphology:
1) Item and Arrangement (IA) which analyzes word forms as sequences of concatenated morphemes.
2) Item and Process (IP) which analyzes words as the result of applying rules to alter lexemes into word forms.
3) Word and Paradigm (WP) which is word-based and considers paradigms as the central concept, making generalizations about relationships between inflected word forms.
The document discusses theoretical strategies for supporting overseas students' academic writing skills. It defines key concepts like theme and rheme in clauses, and thematic progression between clauses. Overseas students often struggle with these concepts in English writing due to less exposure and differences from their native language. The document analyzes examples of student writing that lack clear theme-rheme structures, introduce new information in themes, or use progression inappropriately. It concludes by discussing pedagogical implications like teaching students a full range of theme and progression choices to improve the coherence and suitability of their academic writing.
This document provides an introduction and overview of discourse analysis (DA). It defines key terms like discourse and discusses different approaches to DA. DA analyzes patterns of language use across texts and how they relate to social and cultural contexts. It focuses on both spoken and written language. The document also discusses discourse and society, including how identities are performed through language. Ideologies are maintained partially through language use and different discourse communities use language in distinct ways.
This document discusses how the textual component of discourse aids in creating the flow of information through a text. Specifically, it examines thematization and topic at the clause, clause complex, and paragraph levels to understand how meaning unfolds linearly in a discourse. As an example, it analyzes the thematic structure of 1 John 2:28-3:17 to demonstrate how this approach can be used in biblical exegesis. The key points are that discourse has a linear structure which constraints how meaning is conveyed, and that examining thematic elements at different ranks allows one to determine the topic of a discourse.
Introduction to Systemic Functional LinguisticsAleeenaFarooq
Systemic Functional Linguistics (SFL) is an approach to linguistics developed by Michael Halliday that views language as a social semiotic system. In SFL, grammar is seen as a meaning-making resource that evolved to serve social functions. Halliday proposed that languages involve three metafunctions: using language to construe experience, enact social relations, and create coherent texts. SFL analyzes language from both a general semantic perspective as a system of options and a specific perspective as socially constructed texts.
The document discusses the concepts of theme and rheme in the English language. It defines theme as the starting point of a clause, realized by the first element, and rheme as the additional information that provides context for the theme. There are three types of themes: textual, interpersonal, and topical. Different types of clauses, such as declarative, interrogative, and imperative sentences, have predictable patterns for their themes. The study also examines various patterns of thematic progression that link clauses together cohesively in a text.
Systemic functional grammar (SFG) is a form of grammatical description developed by Michael Halliday that views language as a network of systems used to make meaning. It is influenced by the work of linguists such as Saussure, Firth, and Whorf. SFG analyzes language according to three metafunctions - the ideational for construing experience, the interpersonal for enacting social relations, and the textual for organizing coherent texts. Grammatical systems like mood and process types play a role in construing different types of meanings associated with these metafunctions. SFG differs from theories like Chomsky's generative grammar by focusing on language use and meaning rather than grammatical rules.
An introduction to systemic functional linguisticsiendah lestari
The document provides an overview of systemic functional linguistics, which views language as a strategic meaning-making resource that is influenced by social and cultural context. It discusses 21 potential applications of systemic theory and lists four main claims: that language use is functional, its function is to make meanings, these meanings are influenced by context, and language use is a semiotic process of making meanings through choice. The document also describes how context impacts language use through registers, genres, and ideology. Systemic analysis seeks to demonstrate that linguistic texts make multiple meanings simultaneously through experiential, interpersonal, and textual meanings.
This document discusses the concept of transitivity in Systemic Functional Linguistics (SFL). It explains that transitivity deals with how language encodes experiences of the world and involves processes, participants, and circumstances. Six main process types are described - material, mental, relational, behavioral, verbal, and existential. The key participants for each process type are identified. The document also discusses the development of transitivity in SFL and its relationship to clause structure.
This document discusses various cohesive devices in language including reference, substitution, and ellipsis. It defines reference as the relationship between linguistic expressions. There are three main types of reference: personal, demonstrative, and comparative. Substitution replaces words to avoid repetition, including nominal, verbal, and clausal substitution. Ellipsis omits elements assumed to be obvious from context. Conjunctions provide links between clauses and demonstrate relationships between different parts of a text. The document provides many examples to illustrate these cohesive devices.
Michael Halliday is an internationally renowned linguist who has significantly contributed to theories of language and related areas since the late 1950s. He is best known for developing systemic functional linguistics (SFL), shifting the focus from syntax to a more semiotic approach. SFL analyzes language through three metafunctions - the ideational which conceptualizes the world, the interpersonal which represents the speaker, and the textual which manages discourse flow.
Discourse is a set of utterances that constitute a recognizable speech event such as a conversation, joke, sermon, or interview. Discourse analysis attempts to discover linguistic regularities in discourse using grammatical, phonological, and semantic criteria to interpret what a speaker or writer intends to convey within a social context. There are various tools and devices used for discourse analysis, including cohesion, coherence, parallelism, speech events, background knowledge, and conversational interaction principles.
This document provides an introduction to Systemic Functional Grammar (SFG). It discusses the following key points:
1) SFG views language as a system of choices and was developed based on the work of Malinowski, Firth, and Halliday. It examines language from a functional perspective rather than just a structural perspective.
2) SFG represents grammar as system networks that show the paradigmatic choices available and realization rules that map choices to syntactic structures. This models the relationship between semantic choices and surface structures.
3) In SFG, language is analyzed in terms of three metafunctions - the ideational to represent experience, the interpersonal to enact social relationships, and the textual to organize messages
The document discusses discourse analysis and related linguistic concepts. It defines discourse as language above the sentence level, including stretches of spoken language that are coherent and meaningful. It describes two approaches to analyzing discourse: structural, which looks at grammatical relationships between units, and functional, which examines how language performs different social functions. Recent approaches view discourse as a social practice shaped by and having implications for social structures. The document also discusses speech act theory, which proposes that utterances in dialogue perform actions, such as asking a question or making a promise.
This document provides an overview of discourse analysis including definitions, approaches, and how it relates to other fields. It defines discourse analysis as the study of language use beyond the sentence level, including how language functions in social and cultural contexts. Three main approaches are discussed: speech act theory which examines communicative acts, ethnography of communication which analyzes patterns of communication in cultures, and pragmatics which studies how context informs meaning. The document also explains how discourse analysis relates to other fields like sociolinguistics, psycholinguistics, and pragmatics through their shared interests but different data sources.
Discourse analysis focuses on analyzing both written and spoken communication beyond the sentence level. It examines how people interact and make meaning based on context clues, background knowledge, and social purpose. Some key aspects of discourse analysis include examining cohesion between statements, coherence, speech events, conversational interactions, and Grice's cooperation principle which outlines assumptions speakers make. The goal is to interpret the intended meaning, not just the surface level meaning of words.
This document provides an overview of discourse analysis as a discipline within linguistics. It defines discourse both narrowly as language above the sentence level, and widely as a social practice. Examples are given of different types of discourse, including spoken, written, and visual. Discourse is discussed as both a linguistic concept involving cohesion between language elements, and a social phenomenon influenced by issues like gender, race, and power dynamics. Key aspects of discourse analysis are outlined, such as identifying implicit power relations and alternative perspectives that could be presented.
Theme and rheme theory divides any clause into two parts: the theme, which is the starting point or what the clause is about, and the rheme, which is the remainder of the clause that comments on or adds new information about the theme. The theme is often realized by the subject of the clause but can also be marked elements like objects or adverbials. Different types of clauses can have different unmarked themes, such as wh- words for interrogatives or the predicator for imperatives. Theme helps structure discourse and link ideas between sentences and paragraphs.
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Pragmatics and discourse analysis are closely related fields that both study language in use and context-dependent aspects of language. While they overlap considerably, pragmatics focuses more on utterances and speech acts, and recovering a speaker's intended meaning based on context. Discourse analysis examines longer stretches of language and how units are combined. Discourse pragmatics represents the intersection between the two fields. Key differences are that pragmatics considers context as dynamic while discourse analysis views it as more static, and pragmatics emphasizes inferring a speaker's intention across contexts. Both fields have evolved over time with different approaches emerging.
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Here are the key points about cultural diversity and language in Australia:
- Australia has significant cultural and linguistic diversity due to large immigrant populations. According to the ABS, 28.2% of Australians were born overseas, speaking various first languages.
- In addition to English, many world languages are spoken in Australia, reflecting the cultural backgrounds of immigrant communities. Some examples include Chinese, Italian, Arabic, Vietnamese and Greek.
- The concept of "World Englishes" is relevant to Australia. Immigrants have influenced the evolution of Australian English, adapting it to their own cultures and languages. This has created linguistically diverse forms of English.
- Language diversity is both standard and non-standard in Australia. While English remains
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Under the guidance of the theory of theme and rheme as well as thematic progression patterns, two significant components in Systemic Functional Linguistics, this paper discusses the thematic structure and thematic progression patterns of the Queen’s national speech “We will meet again!” which was delivered on April 5, 2020, when both England and the rest of the world were in the throes of the growing pandemic. With the use of quantitative and qualitative research methods, their distributions and the reasons are explored to figure out the thematic features, the effects, or the functions that have been achieved in Queen’s speech.
This document analyzes the use of formal links in selected English poems. It discusses Guy Cook's theory of formal links, which identifies seven types of formal links: verb form, parallelism, referring expressions, repetition and lexical chains, substitution, ellipsis, and conjunction. The analysis of poems using this framework found that each poem employs at least five formal links. These formal links play important roles such as creating coherence, showing plot progression, emphasizing points, and avoiding ambiguity.
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Skeptical Discourse Analysis for non-LinguistsDominik Lukes
The document provides an overview of discourse analysis, including:
1) Defining discourse and the different approaches to discourse analysis.
2) Outlining some of the key concepts in discourse analysis like semiotics, meaning, and how discourse works.
3) Discussing the tools and techniques used in discourse analysis like conceptual frameworks, close reading, and quantitative analysis methods.
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A Study Of Lexical Ties Used In Medical Science Articles Written By Iranian A...Lindsey Sais
This document summarizes a study that compared the use of lexical ties in medical science articles written by Iranian and English authors. The study analyzed 20 research articles (10 written by native English speakers and 10 written by Iranian authors) to examine the frequency of two types of lexical ties (reiteration and collocation) in the abstracts, introductions, and discussions/conclusions. The results found no statistically significant difference in the use of lexical ties between the native and non-native authored articles. The document provides background on lexical ties and previous related studies before describing the methodology used to analyze the frequency of lexical ties in the two corpora of articles.
This chapter discusses definitions of discourse and discourse analysis, including "little d" discourse referring to language in context and "big D" discourse as specialized language of social groups. It outlines structural and functional approaches to discourse analysis and describes various disciplines and main approaches. Context and models of communication are examined, including Hymes' 16 contextual features and Halliday's three parameters of context. The development of the concept of communicative competence from Hymes to Canale and Swain to Celce-Murcia is summarized.
An Investigation Of The Political Discourse Of Obama S Selected Speeches ----...Cynthia King
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This document discusses theories of register and genre in linguistics. It provides context on how register was originally conceptualized as varieties of language associated with different situations. More recently, some linguists have argued that genre better captures the relationship between language and social/cultural factors. Genre is seen as types of texts defined by their social purpose in a community. The document examines debates around how register and genre have been defined and the extent to which they overlap or differ as concepts. It aims to outline developments in how these terms are understood within the functional linguistics framework.
This document provides an overview of linguistic approaches to analyzing ideology between 1979 and 2010. It discusses three main approaches: Critical Linguistics (CL), Critical Discourse Analysis (CDA), and Critical Stylistics (CS). CL, introduced in 1979, used linguistic analysis and Systemic Functional Grammar to analyze ideology in texts. CDA, developed in 1989, expanded CL to include social and institutional contexts. Between 1989-2010, various CDA theories emerged. CS, introduced in 2010, returned linguistic analysis to the forefront by drawing on CL and CDA. The document reviews developments across these three decades in applying linguistic theories to analyze textual ideologies.
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11.the essence of thematic structures in the academic translated texts
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 1, 2012
The Essence of Thematic Structures in the Academic
Translated Texts
Mohsen Khedri1* Seyed Foad Ebrahimi2
1. Ph.D Candidate in Applied Comparative Linguistics, University Putra Malaysia, Malaysia
2. Department of English, Shadegan Branch, Islamic Azad University, Shadegan, Iran
* E-mail of the corresponding author: khedri295@yahoo.com
Abstract
Thematic structure and progression play a major role in organizing the message and in enabling it to be
communicated and understood clearly. One issue in translation is how translators tackle these cohesive
devices when a text is translated into another language. This paper was centered on reviewing the status of
thematic development and progression cross-linguistically taking translation into account. Reviewing
previously conducted studies attest to the fact that thematic structures are greatly effective and valuable tools
in translation process. They let translators to be conscious where they are losing their effectiveness in their
arguments in terms of theme/rheme organization. Both writers and translators should have enough knowledge
about thematic structures in creation and interpretation of texts. Translators should get mastery over the
grammar and structure of both source and target languages at least in terms of thematic structure. Since, as
stated by Ventola (1995), in academic texts the theme/rheme patterns are important in guiding the reader
through the logical paths constructed by the writer. If little attention is paid in translation to these rhetorical
effects, the writer's attempts to help the reader are destroyed (p. 102).
Keywords: Theme, Rheme, Thematic organization, Thematic progression, Translation.
1. Introduction
1.1 Thematic Structures: Theme and Rheme
According to Weil (1844 as cited in Wang, 2007, p. 2), the theoretical principles underlying the study of
theme and rheme are derived mainly from the Systemic-Functional Linguistics. To Martin and Rose (2007),
Systemic Functional Linguistics (SFL) is a big multi-perspectival theory with more
dimensions in its theory banks that might be required for any one job. SFL is called
systemic because compared with other theories it foregrounds the organization of language
as options for meaning and is also functional because it interprets the design of language
with respect to ways people use it to live (pp. 21, 24).
Thematic choices and patterning have been discussed widely in the existing linguistic literature, especially
within Prague School of linguistics and systemic-functional theory. Theme/rheme structures have been
defined by some scholars such as: (Blmonte & McCabe, 2001; Brown & Yule, 1983; Danes, 1974; Firbas,
1964; Fries, 1995; Green et al, 2000; Halliday, 1985, 1994; Matthiessen, 2004; McCabe, 1999; McCarthy,
1991).
According to Firbas’s (1964 as cited in Davidse, 1987, p. 65), "theme is constituted by the element(s) of
sentence carrying the lowest level(s) of communicative dynamism (CD) within the sentence”. By degree of
CD, he explains that we understand the extent to which the sentence element contributes to the development
of the communication.
Fries (1983) establishes two approaches to the definition of theme: the “combining” and the “separating”
approach. Combiners merge the concepts of theme/rheme and given/new, but separators believe that these
two sets of concepts belong to two different systems. Halliday and other scholars working in systemic
tradition represent this last approach, whereas Prague School followers merge the concept of theme as the
point of departure with information focus (p. 2).
Halliday (1985) defines theme as:
“An element which serves as the point of departure of the message, what the speaker has in
mind to start with, and also organizes the clause as message. The remainder of the message
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Vol 3, No 1, 2012
is called the rheme. Therefore, a clause consists of a theme combined with a rheme and the
structure is expressed by order. The order for this is theme followed by rheme (p. 30).”
He also elaborated further by stating that, "theme is what the clause is about and it comes in the first position,
but this position is not what defines the theme; it is a means which realizes the function of the theme" (p. 39).
Halliday (1994) argues that one of the various structures which makes up clause and gives it its character as
message is thematic structure. In all languages the clause has the character of a message; it has some form of
organization, giving it the status of a communicative event. But there are different ways in which this may be
achieved. In English, as in many other languages, the clause is organized as a message by having a special
status assigned to one part of it. One element in the clause is enunciated as the theme; this then combines
with the reminder as rheme so that the two parts together constitute a message. This organization is known as
thematic structure (p. 37).
There are two important notes in Halliday’s work on theme: Firstly, it is not restricted to the level of the
clause, but is also found beneath and beyond the clause, e.g. , group rank, complex clause, as well as
paragraph. Secondly, the theme must be interpreted as a meaning not as this or that specific item that realizes
the meaning.
He also proposes that the choice of clause theme plays a fundamental role in the discourse; it is this which
constitutes what is known as the “method of development” of the text (1994, p. 61). As stated by Fries (1995,
p. 323), “the way thereby a text develops its ideas is so called as the method of development of the text”. It
affects the reactions of its readers. The concept of method of development is not a structural idea but a
semantic one. Different texts may express single methods of development to varying levels. In other words,
some texts develop their ideas in simple ways, while other ones develop their ideas through complicated
ways.
Besides Halliday, other scholars such as Brown and Yule (1983, p. 126) regard theme as a formal category in
the analysis of sentences or clauses in a complex or compound sentence. For Brown and Yule (1983),
Theme is not only the starting point of the message, but it also has a role of connecting to
what has been said. They assume that it is the left-most constituent of the sentence which
has two important functions:
1) It maintains a coherent point of view by connecting back and linking into the previous
discourse.
2) It serves as a point of departure for the further development of the discourse (p. 133).
They also point out that sometimes theme is referred to as object, idea’s notion, topic entity or main
character. To them, thematization happens when a referent is established in the foreground of consciousness
and the other referents remain in background. Theme does not refer to a constituent directly but to the
referent of the constituent coming to develop as the central subject of the discourse. These parts of discourse
which are about a main character are referred to by noun phrase acting as syntactic subject (p. 135).
McCarthy (1991) states that the front position of a clause signals a framework. The rest of the clause
transmits what we decide to say within this framework. He calls the item brought to the first place as theme
or topic (p. 52).
Green, Christopher, and Mei (2000) define theme as a material immediately preceding the main verb of the
main clause. The material which includes the main verb and all other remaining constituents of the sentence
constitutes the rheme (p.100).
1.2 Thematic Organization
Halliday (1985, p. 54) categorized the elements which occur in initial position of the clause as follows:
1. Topical theme which is presented by a nominal group (e.g., everyone), a prepositional phrase (e.g., with
ships continually at sea), or an adverbial group (e.g., by the middle of 15th century).
2. Interpersonal theme which consists of any combination of vocatives (direct addresses such as: personal
names), modal adjuncts and mood marking elements (finite verbal operator (temporal & modal),
WH-interrogatives and imperative let's.
3. Textual theme that includes continuatives (small set of discourse items which signal that a new move is
beginning, such as: yes, no, oh…), structural elements (coordinates & subordinates) and conjunctive adjuncts
which relate the clause to the preceding texts (e.g., in other words).
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Following the above classification, Halliday (1985) introduced simple and multiple themes.
1. Simple themes always have a topical element.
For example: she was so kind to her four cats.
topical
2. Multiple themes may have the interpersonal and textual themes in addition to topical theme ( p. 55).
For example: and, the servant was waiting for the cats.
textual topical
The other categorization made by Halliday (1985) is marked and unmarked theme.
When an element that occupies the theme position of the clause conflates with grammatical subject, this
theme is called unmarked theme.
For example: the goat went shopping.
unmarked
But in marked theme, an element other than the subject occupies the theme position, so a condition is created
for the appearance of marked theme (p.44)
For example: in the morning, the goat went to jungle to find the wolf.
marked
1.3 Thematic Progression
As with Hallidyan (1994) classification of thematic development, Danes (1974, as cited in Downing 2001, p.
3) introduced the concept of thematic progression, part of the language theory known as Functional Sentence
Perspective (FSP), propounded by scholars of the Prague School. This theory is used to analyze the sequence
of thematic choices in texts with the purpose of determining how the semantic and syntactic elements of the
sentence function in fulfilling the communicative message. In other words, thematic progression means how
theme and rheme are linked to the material which comes next in the text.
Lores (2004) argues that the concept of "thematic progression" was first introduced by Danes (1974) as “an
originating principle with the purpose of ordering information in discourse beyond the sentence level”
(p.288). By thematic progression, Danes (1974 as cited in Downing, 2001, p. 5) means “the choice and
ordering of utterance themes, their mutual concentration and hierarchy, as well as their relation to the
hyperthemes of the superior text unit to the whole text, and to the situation”. He claims that the way in which
lexical strings and reference chains interact with theme is not random. In his view, it is the relationship
between rheme and the given theme that is communicatively relevant.
Danes (1974 as cited in Downing, 2001, p. 5) states that the implementation of these models relies on the
features of the given language, e.g, on the various means accessible for expressing FSP. He also points out
that in applying this notion to a pro-drop language such as Spanish the manifestation of theme must be
interpreted differently from that in English or French.
Hutchins (1977) maintains that one of the important characteristics of all texts at the micro-structure level is
that their sentences are linked by some kind of thematic progression. To him, every sentence adds some new
semantic content to what has preceded, so the informational or computational content of each sentence
gradually increases from a low point at or near the beginning to a peak at or near the end. He pin-points that
the first sentence plays the role of starting point for the following sentences. He also suggests that there are
two ways for relating a theme to a preceding sentence (pp. 18-19):
1. It refers to the element of the foregoing rheme.
2. It represents some or all of the proceed theme.
Danes (1974, as cited in Downing, 2001, p. 5) proposed a number of thematic progression patterns that
manifest differently in different genres as follows: linear TP, constant TP (or thematic iteration), split rheme,
and split theme progression.
Adopting the Danes' thematic progression patterns, McCabe (1999, p. 176) considered a revised model of
Danes' TP patterns. She catagorized these patterns into 2 overall types: a) theme progression including
constant theme and split theme and b) rheme progression including simple linear and split rheme. McCabe
(1999) did not consider derived theme as a different sort of TP, since it may be related to proceeding themes
and rhemes through some types of inference involved in simple linear or constant theme (p. 171). According
to McCabe (1999), there are a rather large percentage of clauses which do not fit into any of the TP patterns
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proposed by Danes, since it appears that Danes employed a standard for theme specification which accords
more with the notion of “given”. Therefore, it is necessary to modify Danes’ model in order to apply it in
other analyses which use a different standard for theme specification (p. 270). What’s more is that, Danes’
model was only tested on English texts and a few other languages. So, more evidence is needed from other
languages to see whether other systematic patterns emerge in texts in other languages.
2. Thematization and Translation
Indeed, one way of achieving cohesion in text and even translated texts is through thematic patterning, which
involves the relationships between clauses based on the information contained in their theme. Ventola (1995)
states that there is no question about the usefulness of the analytical devices --thematic structures, but these
tools are not expected to function in the same way in various languages. Contrastive linguistics has paid some
attention to these differences. But an area that is relatively unexplored is what happens to the texts' thematic
organization and their thematic progression when the text goes through a translation process (p. 85). This area
is a fruitful one if investigated extensively. She suggests that “what is needed by is a more thorough
investigation of the theme/rheme issues and the role they play in creating textuality and cohesion in
translation of texts” (1995, p. 102).
In recent years a number of researchers have incorporated the issue of thematic structures and translation, and
how thematic structures change when they go through a translation process. Researches have shown that
thematic structure, organization, and progression are not quite the same among various languages. With
respect to this notion, Matthiessen (2004) asserts that, for example, in Japanese, as in Tagalog, interpersonal
theme is realized positionally by initial position; and the same is true about textual themes. Japanese, in
contrast to Tagalog, tends to place topical theme early in the clause, after textual and interpersonal themes,
but in line with Tagalog, Japanese may mark topical themes segmentally by a ‘postposition” such as wa or
mo (p. 550).
Ghabanchi (1990) performed a contrastive analysis of the target sentences of English and Persian texts. The
corpus used in his study consisted of 40 short English and Persian texts written for the beginners by the
native speakers. The total number of the English sentences was 237 ones, and that of Persian sentences was
315 ones. The English texts were drawn from the book Practice and Progress and the Persian texts were
selected from Taalimat Dini, and Farsi Reading selection for second, third, forth, and fifth grades of
elementary school. He found three types of theme-rheme structures existing in his data: the reciprocal type,
type (R), which indicates the simultaneous relationship between theme and rheme of a sentence with theme
and rheme of the subsequent one; theme omission, type (O), which exists in Persian texts, and type (E) which
is rare in both languages, the relation of the preceding theme to the subsequent rheme. Findings showed that
most of the common references to theme in English are pronouns whereas in Persian most of the common
references to theme are pronouns and synonyms.
As a systemic functional linguist who has investigated different aspects of the thematic structure, Ventola
(1995) carried out a study in which she compared the role of thematic structure in German philosophy texts
produced by German authors and their parallel texts in English, their translation. She analyzed 19 paragraphs
as sample texts drawn from two philosophy texts produced by a German author. Both texts were translated
twice by different translators into English. Results showed that thematic patterns change in translation, and
this change is likely to complicate the reading process of translated academic texts.
McCabe (1999) compared the thematic patterning in both English and Spanish history textbooks. She
analyzed the ideational, textual, and interpersonal themes in both corpora and concluded that the similarity in
content, purpose and audience results in texts which show similarities in textual features.
Belmonte and McCabe (2001) worked on the notion of theme from a cognitive perspective. They also
explored whether a cognitive approach to the notion of theme can contribute to different fields like translation
and contrastive rethoric. They believed that the thematization of particular constituents throughout a text
partly reflects the speaker perception of reality. They also added that cognitive-communicative motivations
together with contextual extralinguistic factors are determining in the selection of thematic options in each
text, and these motivations are not culturally specific (p. 21 ).
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They selected texts written in both Spanish and English. Results revealed that the same global spatial strategy
of thematization was chosen by writers both in English and Spanish when dealing with place relations in
descriptive texts, and this strategy was generally marked by the selection of locative themes every time there
is a change from one place to another. They found that the way in which text procedures view the field of
discourse is a contributing factor in motivation for theme selection, for theme choice is linked to the
contextual configuration of the text. They also concluded that theme choice was managed by several different
factors: textual concerns, interpersonal concerns, grammatical constraints, and experiential iconism or a
desire to present the order of constituents of the clause in a way which reflects the text producers’ perceptions
of reality.
Williams (2005) performed the analysis of thematic items referring to research and researchers in the
discussion section of Spanish biomedical articles and English-Spanish translation. The corpus used in his
study contained approximately half a million words and consisted of 192 research articles with Introduction,
Method, Result, and Discussion (IMRD) format. The results showed that the Spanish texts had more integral
references and more general researcher nouns in their themes whereas the translations had more singular
research nouns associated with more propositional adjuncts in the Spanish texts but with more subject themes
in the translations.
Jalilifar and Khedri (2011) scrutinized thematic development and progression in English academic texts and
their translations in Persian. Applying Halliday's (1994) thematic organization and McCabe's (1999) thematic
progression, they analyzed sample academic texts selected from the first three pages of the first chapters of
nine English applied linguistics books and their translation versions that were representatives of applied
linguistics books taught in the Iranian universities at undergraduate and graduate levels. Analyses of original
texts and their Persian counterparts indicated that there were significant differences between the two text
types regarding thematic development and progression especially in terms of unmarked and multiple themes.
3. Conclusion
Ventola (1995) contends that “the analysis of theme/rheme structures in the clauses and the thematic
progression helps us to see whether the text is unsuccessful in its realizations” (p. 98). Analysis of texts and
their translations in other languages in terms of thematic structures would enable one to see how texts
unfold in different languages at the micro-structure level.
She adds that sometimes readers may find texts fuzzy since they consider some odd thematic structures that
are not typical of the target language. The fault in these texts is very often placed on the author’s failures of
argumentation and rhetorical skills; it is presumed that the author’s logic is not functioning well and his/her
argumentation and rhetorics are seen to fail. But often the original argumentation is clear and
well-structured rhetorically in the source text; it is the translation that fails and distorts the argumentative
and rhetorical patterns (p. 91).
Finally, the obtained findings taken from reviewing previously done researches attest to the fact that thematic
structures are greatly effective and valuable tools in translation process. They let translators to be aware
where they are losing their effectiveness in their arguments in terms of theme/rheme organization. They
increase and highlight the relationship between ideas in the text. Both writers and translators should have
enough knowledge about thematic organization and progression in creation and interpretation of texts.
Translators should get mastery over the grammar and structure of both source and target languages at least in
terms of thematic structure. Since, as stated by Ventola (1995), in academic texts the theme/rheme patterns
are important in guiding the reader through the logical paths constructed by the writer. If little attention is
paid in translation to these rhetorical effects, the writer's attempts to help the reader are destroyed (p. 102).
References
Belmonte, I. A. & McCabe, A. M. (2001), “Theme, Transitivity and Cognitive Representation in Spanish
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and English Written Texts”, http://www.ucm.es/info/circulo/no7/mccabe.htm [accessed 16 May 2007].
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Davidse, K. (1987), “M. A. K. Halliday's Functional Grammar and the Prague School”, in Dirven, R. &
Fried, V. (eds.), Functionalism in Linguistics, Amsterdam: John Benjamins, pp. 39-79.
Downing, A. (2001), “Thematic Progression as a Functional Resource in Analyzing Texts”,
http://www.ucm.es/info/circulo/ no5/downing.htm [accessed 09 July 2007].
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Fries, P. H. (1995), “Themes, Methods of Development, and Texts”, in Hasan. R. & Fries, P. H. (eds.), On
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Fries, P. H. (1995), “A Personal View on Theme”, in Ghadessy, M. (ed.), Thematic Development in English
Text, London: Pinter, pp. 1-19.
Ghabanchi, Z. (1990), “Theme/Rheme Analysis of English and Persian Texts in Contrast”, MA Thesis,
Tehran: Tarbiat Modares University.
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Halliday, M. A. k. (1985), An Introduction to Functional Grammar, London: Edward Arnold.
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Jalilifar, A. R. & Abdollahzadah, E. (eds.), Academic Research Genre in Asian Context, Ahwaz: Shahid
Chamran University Press, pp. 335 – 364.
Lores, R. (2004), “On RA Abstracts: From Rhetorical Structure to Thematic Organization”, Journal of
English for Specific Purposes, 23, 280-302.
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Matthiessen, C. (2004), “Descriptive Motifs and Generalizations”, in Caffarel, A. , Martin, J. R. &
Matthiessen, C. (eds.), Language Functional Perspective, Amsterdam: John Benjamins, pp. 537-673.
McCabe, A. M. (1999), “Theme and Thematic Patterns in Spanish and English History Texts”, http: //
www.wagsoft.com/systemics/archive/McCabe.phd [accessed 09 July 2007].
McCarthy, M. (1991), Discourse Analysis for Language Teachers, Cambridge: Cambridge University Press.
Martin, J. R. , & Rose, D. (2007), Gener Relations: Mapping Culture, London: Equinox.
Ventola, E. (1995), “Thematic Development and Translation”, in Ghadessy, M. (ed.), Thematic
Development in English Text, London: Pinter, pp. 85-104.
Wang, L. (2007), “Theme and Rheme in the Thematic Organization of Text: Implication for Teaching
Academic Writing”, Asian EFL Journal, 9(1), 1-11.
Williams, I. A. (2005), “Thematic Items Referring to Research and Researchers in the Discussion Section
of Spanish Biomedical Articles and English-Spanish Translation”, International Journal of Translation,
51(2), 124-160.
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