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It is possible to encourage the growth of language performance, language skills, the understanding of cultural connotation, multiple thinking, value judgment, and learning strategy in the process of analyzing and solving problems through a variety of English learning activities based on students’ prior knowledge and various types of discourse. In addition, the level of high school English academic quality, which serves as the major justification for the proposition of college entrance examination, also emphasizes the exploration based on thematic meaning. Consequently, it is crucial to investigate the thematic meaning in English teaching.

Chapter Two  Literature Review

2.1 Key Concepts

Exploring thematic meaning is an important part of language learning, in which students can develop language skills and improve their writing. Therefore, thematic meaning should be paid much attention in English teaching. In this chapter, the author introduces the definition of thematic meaning, reading-to-writing model and the elements of it.

2.1.1 Definition of Thematic Meaning

Zhang Jinxiu (2019) believes that the definition of the topic, the title and the theme should be classified clearly. In her view, the topic can reflect the contents of the reading materials, so that readers can catch the main idea. Based on this point of view, the theme can reflect the crucial viewpoint that the reading materials tends to convey, in which readers need to deduce and conclude the main contents. Significantly, the title of the discourse does not necessarily relate to the topic and the theme of the discourse. Moreover, Ge Bingfang (2022) clarifies the definition and connection of topic, thematic meaning and theme. To begin with, topic can be conceptualized as the summary of the specific contents, which can be recognized directly and precisely.  In contrast, thematic meaning of the discourse can reflect the purpose of writing, in which learners need to explore and understand thematic meaning in the cognitive process instead of recognizing it directly. Theme can be defined as the category of thematic meaning, which covering three dimensions, namely, human and nature, human and society, human and self. Actually, understanding the variations in these concepts at thinking levels will enable us to create extensive teaching activities that take into account the cognitive traits of students and enhance their logical and flexible thinking abilities. 

2.2 Previous Studies Abroad and in China

Writing has always been an important and challenging component of English instruction, which can indicate the extent that students use their language skills. Students can combine reading and writing with the aid of the reading-to-writing model, so that students can accumulate language knowledge that fits the theme in the process of reading. Therefore, the students’ language skills and writing performance could be improved. Meanwhile, it is crucial to explore the thematic meaning in the process of language learning. Reading-to-writing model has been researched by many scholars, and a number of researchers at home and abroad have different opinions about the thematic meaning and reading-to-writing model.

2.2.1 Studies on Thematic Meaning Abroad and in China 

As an important part of language learning, thematic meaning has been a heated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。