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ion.In all the semantic relations that linguists had been operating with, entailmentis one crucial in particular. “An entailment is something that logically follows fromwhat is asserted in the utterance. Sentences, not speakers, have entailments." (Yule.2000: 25) Entailment is thus definable as follows: (Levinson, 2001; 174)A semantically entails B  iff every situation that makes A true,makes B true (or: in all worlds in which A is true, B is true)

hapter II Theoretical Framework

According to Functional Grammar, there are three metafanctions whichinclude experiential function，interpersonal function and textual function. They areall contributing in different ways to the different kinds of meanings expressed inone clause. Thompson (2000:28) summarizes the three kinds of meaningsexpressed in a clause:i. We use language to talk about our experience of the world, including theworlds in our own minds, to describe events and states and the entities involved inthem.ii. We also use language to interact with other people, to establish andmaintain relations with them, to influence their behavior, to express our ownviewpoint on things in the world, and to elicit or change theirs.iii. Finally, in using language, we organize our messages in ways whichindicate how they fit in with other messages around them and with the widercontext in which we are talking or writing.Textual function contributes to the organization of the message into texts andrealization of the other two metafunctions. It is the textual function that “enablesthe speaker to construct connected passages of discourse that is sitxiationallyrelevant.”(H alii day, 1975:17) From the point of view of the textual metafanction.we are trying to see how speakers construct their messages in a way which makesthem fit smoothly into the unfolding language event. For example, the following “table shows the analysis of the clause in textual terms.

CHAPTER Ⅲ REALIZATION OF TEXTUAL FUNCTIONS..........52-80
    3.1 FUNCTIONING AS THEMES.......... 52-55
    3.2 CONSTRUCTING THE THEMATIC PROGRESSION PATTERNS.......... 55-61
        3.2.1 the Same Theme Pattern (T1→T2).......... 55-57
        3.2.2 the Same Rheme Pattern (R1→R2).......... 57-58
        3.2.3 Continuous Pattern(R1→T2) ..........58-59
        3.2.4 Inclusive Theme Pattern(T1+R1→T2).......... 59-61
    3.3 TRANSMITTING THE INFORMATION ..........61-65
    3.4 REALIZING TEXTUAL COHESION.......... 65-77
        3.4.1 Reference.......... 65-73
        3.4.2 Ellipsis or Substitution.......... 73-75
        3.4.3 Conjunction.......... 75-77
3.5 REALIZING TEXTUAL COHERENCE ..........77-80

Conclusion

Based on the discussion of the preceding four chapters, the author makes aconclusion to this thesis in this chapter. Firstly, the author will mSke a summary ofthe content of the study; then the implication for the writing and teaching of EBLwill be offered; finally, limitations of the present study and suggestions for fartherstudies a本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。