Corpus-based Research on the Development of Theme Choices in Chinese Learners’ English Speech

Abstract

This study investigates the development of Theme choices in learner English speech and aims to find out how Theme choices in English speech of Chinese learners of English change from a lower language proficiency level to a higher language proficiency level. The corpus consists of comparable spoken data of intermediate Chinese learners of English, advanced Chinese learners of English and native speakers of English. Halliday’s model of thematic organization is used to analyze the gathered data for Theme types and Theme markedness. The results of the study reveal that with the length of time learning English increasing, the learners become better at making Theme choices: they move closer to native speakers in Theme choices in terms of Topical Themes, Textual Themes, and Theme markedness. The use of textual Themes and marked Themes, two areas where intermediate Chinese learners of English have problems, are also studied, and two possible causes are elaborated on. Further studies are needed in order to find out whether learners of English who receive instructions in Theme choices would outdo those without such instructions, and if so, how much and in which aspects they would outdo them.

Keywords: Theme choices, Theme types, Theme markedness, learner English speech, development