Reading Research Genre: The Impact of Thematic Progression.
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| Title: | Reading Research Genre: The Impact of Thematic Progression. |
|---|---|
| Authors: | Chang, Peichin1 peichinchang@ntnu.edu.tw |
| Source: | RELC Journal. Apr2023, Vol. 54 Issue 1, p129-148. 20p. |
| Subject Terms: | *Unit method of teaching, *Readability formulas, *Graduate students, Clauses (Grammar), Lexical grammar |
| Abstract: | The research genre has specific communicative purposes which require students to understand the tone, generic and disciplinary conventions. The present study explored the potential of thematic progression (TP) to contribute to research argument readability. TP concerns how clauses encode information and how that information is carried forward. Three major types of TP include: (a) constant TP; (b) linear TP; and (c) derived TP. Overuse of constant TP often prevents a text from developing, while linear TP better contributes to cohesion. It was hypothesized that an effective TP pattern, if present, may help graduate students better grasp the gist in research arguments. Two groups of participants, native and non-native speakers of English, were recruited to read six Introductions of varying TP patterns and conceptualize their readability. The results revealed that the TP pattern may not have strong predictive power; rather, fewer information breaks better predict readability. Regardless of TP patterns, heavy themes and rhemes may impede understanding. Static and simple themes also do not facilitate readability. The use of metadiscursive devices may facilitate readability on condition that the themes are informative. Effective lexical chains and marked themes, which signal the ties between clauses, also ease processing. [ABSTRACT FROM AUTHOR] |
| Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 162756453 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reading Research Genre: The Impact of Thematic Progression. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chang%2C+Peichin%22">Chang, Peichin</searchLink><relatesTo>1</relatesTo><i> peichinchang@ntnu.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22RELC+Journal%22">RELC Journal</searchLink>. Apr2023, Vol. 54 Issue 1, p129-148. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Unit+method+of+teaching%22">Unit method of teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Readability+formulas%22">Readability formulas</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br /><searchLink fieldCode="DE" term="%22Clauses+%28Grammar%29%22">Clauses (Grammar)</searchLink><br /><searchLink fieldCode="DE" term="%22Lexical+grammar%22">Lexical grammar</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The research genre has specific communicative purposes which require students to understand the tone, generic and disciplinary conventions. The present study explored the potential of thematic progression (TP) to contribute to research argument readability. TP concerns how clauses encode information and how that information is carried forward. Three major types of TP include: (a) constant TP; (b) linear TP; and (c) derived TP. Overuse of constant TP often prevents a text from developing, while linear TP better contributes to cohesion. It was hypothesized that an effective TP pattern, if present, may help graduate students better grasp the gist in research arguments. Two groups of participants, native and non-native speakers of English, were recruited to read six Introductions of varying TP patterns and conceptualize their readability. The results revealed that the TP pattern may not have strong predictive power; rather, fewer information breaks better predict readability. Regardless of TP patterns, heavy themes and rhemes may impede understanding. Static and simple themes also do not facilitate readability. The use of metadiscursive devices may facilitate readability on condition that the themes are informative. Effective lexical chains and marked themes, which signal the ties between clauses, also ease processing. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/00336882211013613 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 129 Subjects: – SubjectFull: Unit method of teaching Type: general – SubjectFull: Readability formulas Type: general – SubjectFull: Graduate students Type: general – SubjectFull: Clauses (Grammar) Type: general – SubjectFull: Lexical grammar Type: general Titles: – TitleFull: Reading Research Genre: The Impact of Thematic Progression. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chang, Peichin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 00336882 Numbering: – Type: volume Value: 54 – Type: issue Value: 1 Titles: – TitleFull: RELC Journal Type: main |
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