• Jihad Al- Shuaibi

  Author

• Alaa Saleh

  Author

This study aims at identifying tenth graders` implementations of textual meaning in writing English compositions from their English Language teachers` point of view according to the Systemic Functional Linguistics approach (SFL). The quantitative descriptive approach is used to achieve the purpose of the study. Two instruments are used: the questionnaire and the structured interview. The participants are (150) English language teachers: the questionnaire is participated by (100) English Language teachers, whereas the interviews are conducted with (50) English language teachers. The results reveal that tenth graders` implementations of textual meaning in writing English compositions, which is represented in Cohesion, Coherence and Theme- Rheme, have ranked within the moderate degree with a mean score (2.56). It is also found that Coherence has ranked first with a mean score (2.69); Theme and Rheme have ranked second with a men score (2.53); and Cohesion has ranked third with a mean score (2.46). The researchers recommend highlighting the types of textual meaning in curricula, teachers` preparation, instruction and research.

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