ANALYZING SCHEMATIC STRUCTURE IN MPHIL LINGUISTICS THESES AT GCUF: AN SFL GENRE-BASED APPROACH

Abstract

This study used an SFL genre-based approach to analyze the schematic structure (GSP) of Introduction and Methodology chapters in MPhil Linguistics theses at Government College University Faisalabad (GCUF), Pakistan. Addressing a gap in context-specific genre analysis, the research identified and described schematic stages, determined their obligatory or optional status based on frequency, and analyzed typical sequencing patterns in a corpus of eight theses (analyzing seven traditional Introduction chapters). Findings revealed a core set of mendatory stages in traditional Introduction chapters, including General Topic/Field Background, Specific Area/Literature Background, Establishing Local Context, Identifying the Research Problem/Gap, Stating Research Aims/Objectives, and Establishing Significance, reflecting rhetorical functions aimed at establishing research space and purpose. Methodology chapters also exhibited an obligatory core of stages covering Research Design/Type, Sample & Sampling, Data Source Description, Instruments/Tools, and Data Analysis Procedure (General), reflecting procedural reporting. The rrquired presence of Establishing Local Context in Introductions is highlighted as a notable local feature. Typical sequences in both sections aligned with genre functions and general academic norms. These results provide a valuable pedagogical "blueprint" for GCUF students and supervisors, directly informing context-specific Genre-Based Pedagogy. This empirically grounded framework offers practical guidance for teaching and learning these crucial thesis sections within the GCUF context, potentially improving thesis quality and supporting supervisors. The study also contributes to SFL/GSP theory by illustrating how cultural context influences local genre structures.