Speaker
Description
Abstract:
This study investigates Theme and Rheme patterns in a series of six English Peppa Pig stories from the perspective of Systemic Functional Linguistics (SFL). The study aims to identify the most common Theme patterns and examine how these patterns shape the flow of information in the stories. A mixed-methods design combining quantitative and qualitative approaches was adopted. The data consist of clauses collected from six printed Peppa Pig stories. Quantitative analysis was conducted to determine the frequency and distribution of Theme types, including topical, interpersonal, textual, marked, and unmarked Themes. Qualitative analysis was then employed to interpret the functions of these patterns in the narratives. The findings are expected to show a predominance of unmarked topical Themes and repetitive character-based Themes, particularly those associated with major characters such as Peppa and George. The stories are expected to reveal the limited use of marked Themes and relatively simple Theme progression patterns. These features may reflect common discourse patterns in children’s storybooks and contribute to predictable information flow in narratives for young readers. The study highlights the usefulness of Theme–Rheme analysis in understanding the organization of children’s texts and suggests the potential of children’s storybooks as materials for teaching SFL and discourse organization.
Keywords: Systemic Functional Linguistics (SFL); Theme–Rheme; information flow; children’s narratives; young learners
Biography
Ms.Hang is currently the lecturer at VNU University of Languages and International Studies. She has more than 13 years of teaching experience. Throughout her academic career, she has been actively involved in curriculum development, academic management, and student engagement. She has taught a wide range of undergraduate and postgraduate courses related to English linguistics, academic writing, and communication skills. Her research interests include Systemic Functional Linguistics (SFL), discourse analysis, academic writing, and the integration of Artificial Intelligence into language teaching and learning. She has presented at national and international conferences and has participated in research projects. She strongly believes in learner-centered education and the importance of creating supportive and engaging learning environments for students. She is particularly interested in connecting linguistic theories with practical classroom applications and encouraging students to become active and independent learners. In her free time, she enjoys reading, exploring educational technologies, and participating in professional learning communities.
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