Theme and Thematic Progression in Chinese College Students English Essays

Focusing on the impact of instruction on English learners, this study utilizes a Systemic Functional Grammar approach to examine how a ten-week thematic organization course influences Chinese college students' use of Theme and thematic progression in their writing. By comparing pre- and post-instruction essays to those of native speakers, the research reveals insights into improving thematic choices. It serves as a valuable resource for second-language acquisition researchers, curriculum developers, and foreign language educators, offering both findings and an instructional framework.