LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 5 May 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.


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Thematic Progression in Iranian English Textbooks

Seyed Foad Ebrahimi
Mohsen Khedri


Abstract

This study made frequency and functional analysis of thematic progression patterns in Iranian English textbooks used for teaching Pre-requisite, English for General Purposes and English for Specific Purposes courses at Iranian universities at B.A. level. To this end, twelve units, from six textbooks were randomly selected. Then the data were analyzed based on thematic progression model proposed by McCabe (1999). The data analysis reported significant differences in the three textbooks regarding linear progression and miscellaneous patterns. This study may have implication in syllabus designing and reading comprehension.

Keywords: Theme, Rheme, Thematic Progression, English Textbooks

Introduction

Traditionally, cohesion has often been neglected in writing texts, where sentences have been created, manipulated, and assessed in isolation. Only from the mid 1970s onwards, did it become progressively assumed that a coherent text is more than a series of grammatical sentences lined up one after another; rather, they interlace, each sentence building on the preceding ones while at the same time advancing the discourse.


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Seyed Foad Ebrahimi
Department of English
Shadegan Branch, Islamic Azad University
Shadegan, Iran
seyedfoade@yahoo.com

Mohsen Khedri
Ph.D. Candidate in Applied Comparative Linguistics
University Putra Malaysia
Malaysia
Khedri295@yahoo.com

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