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Exploring the Relationship between Thematic Structures and Readability of English Academic Texts

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Title: Exploring the Relationship between Thematic Structures and Readability of English Academic Texts
Language: English
Authors: Zulprianto (ORCID 0000-0002-9415-7791), Novalinda (ORCID 0000-0001-5632-5398)
Source: MEXTESOL Journal. 2025 49(1).
Availability: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Readability, Thematic Approach, Second Language Instruction, Linguistics, Text Structure
ISSN: 2395-9908
Abstract: This study aims to relate readability degree with thematic structures, a concept based on Systemic Functional Linguistics (SFL). The texts chosen were fragments purposively sampled from three popular academic texts written by Pierre Bourdieu (1991) (Text 1), Norman Fairclough (1989) (Text 2), and Bill Ashcroft et al. (2002) (Text 3). The Theme properties examined include topical Theme selection, Theme (un)markedness, and Theme multiplicity. While the three texts shared thematic properties, they also showed dissimilarities. The topical Themes in the three texts were mostly realized by subjects (unmarked Themes), followed by adjuncts (marked Themes). Interestingly, the results further show that Text 2 thematized verbs (marked Themes), while Text 1 and Text 3 did not. Although multiple Themes are found in Text 1 and Text 3, they are not used as frequently as they are in Text 2. Overall, the thematic properties of Text 2 make it more interactive and cohesive than Text 1 and Text 3 and, therefore, more readable. Five respondents were conveniently sampled to grade the readability of the selected texts. They found Text 2 the most readable of all, suggesting the linkage between the thematic properties and readability of the texts. This study is pedagogically informative in that teachers are advised to consider the thematic properties of the texts they use in their classroom as these affect the readability of the texts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468317
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1468317
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PubType: Academic Journal
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  Data: Exploring the Relationship between Thematic Structures and Readability of English Academic Texts
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  Data: <searchLink fieldCode="AR" term="%22Zulprianto%22">Zulprianto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9415-7791">0000-0002-9415-7791</externalLink>)<br /><searchLink fieldCode="AR" term="%22Novalinda%22">Novalinda</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5632-5398">0000-0001-5632-5398</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22MEXTESOL+Journal%22"><i>MEXTESOL Journal</i></searchLink>. 2025 49(1).
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  Data: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
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  Data: Y
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  Data: 13
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22Readability%22">Readability</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+Approach%22">Thematic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Text+Structure%22">Text Structure</searchLink>
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  Data: This study aims to relate readability degree with thematic structures, a concept based on Systemic Functional Linguistics (SFL). The texts chosen were fragments purposively sampled from three popular academic texts written by Pierre Bourdieu (1991) (Text 1), Norman Fairclough (1989) (Text 2), and Bill Ashcroft et al. (2002) (Text 3). The Theme properties examined include topical Theme selection, Theme (un)markedness, and Theme multiplicity. While the three texts shared thematic properties, they also showed dissimilarities. The topical Themes in the three texts were mostly realized by subjects (unmarked Themes), followed by adjuncts (marked Themes). Interestingly, the results further show that Text 2 thematized verbs (marked Themes), while Text 1 and Text 3 did not. Although multiple Themes are found in Text 1 and Text 3, they are not used as frequently as they are in Text 2. Overall, the thematic properties of Text 2 make it more interactive and cohesive than Text 1 and Text 3 and, therefore, more readable. Five respondents were conveniently sampled to grade the readability of the selected texts. They found Text 2 the most readable of all, suggesting the linkage between the thematic properties and readability of the texts. This study is pedagogically informative in that teachers are advised to consider the thematic properties of the texts they use in their classroom as these affect the readability of the texts.
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  Data: 2025
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
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      – SubjectFull: Readability
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      – SubjectFull: Thematic Approach
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Text Structure
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              Y: 2025
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