This study examines theme and rheme patterns in diplomatic discourse, focusing on UN, EU, and ASEAN texts, to inform English for Specific Purposes (ESP) pedagogy for future diplomats. Using corpus-assisted discourse analysis, we identify thematic progression (TP) structures and their role in achieving coherence and diplomacy. An experimental intervention tests the impact of teaching these patterns on students’ writing proficiency and engagement. Results reveal distinct TP patterns across organizations and significant improvements in students’ diplomatic writing and motivation when taught explicitly. Tables summarize findings, and critical analysis highlights gaps in current ESP approaches
| Mualliflar | Madina Nazarova |
|---|---|
| Jurnal | Ўзбекистон: тил ва маданият |
| Nashr sanasi | 2025-06-12 |
| Jild | 2 |
| Son | 2 |
| Betlar | 99-112 |
| DOI | 10.52773/tsuull.uzlc.2025.2/ohee9926 |
DOI: 10.52773/tsuull.uzlc.2025.2/ohee9926 · Maqolaning asl sahifasi
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