Hedging in academic writing - a pedagogically-motivated qualitative study

Loi , Chek Kim and Miin, Jason Hwa Lin (2015) Hedging in academic writing - a pedagogically-motivated qualitative study. Procedia - Social and Behavioral Sciences, 197 . pp. 600-607. ISSN 1877-0428

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Official URL: http://dx.doi.org/10.1016/j.sbspro.2015.07.200

Abstract

The present study explores the use of hedges in academic writing based on Hyland's (1996) pragmatic framework of hedging orientations. It also elicits insight from specialist informants on the use of hedges in academic writing. The corpus comprises thirty randomly-selected research article discussions (published between 2010-2014) from the Journal of English for Academic Purposes. The analysis reveals that a repertoire of lexical signals and hedging strategies have been used to realize the different hedging orientations employed in the corpus. Informants stated that second language learners’ inability to use hedges in their academic prose could be due to socio-cultural factor, classroom instruction, disciplinary culture and disciplinary appeals. The present study has pedagogical implications.

Item Type:Article
Uncontrolled Keywords:Hedging, academic writing, pedagogical implication, linguistic knowledge, pragmatic competence
Subjects:P Language and Literature > P Philology. Linguistics
Divisions:SCHOOL > Centre for the Promotion of Knowledge and Language Learning
ID Code:14650
Deposited By:IR Admin
Deposited On:06 Oct 2016 15:33
Last Modified:06 Oct 2016 15:33

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