Hedging in Academic Writing - A Pedagogically-Motivated Qualitative Study

Chek Kim Loi, and Jason Miin-Hwa Lim, (2015) Hedging in Academic Writing - A Pedagogically-Motivated Qualitative Study. Procedia: Social and Behavioral Sciences, 197. pp. 600-607.

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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: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: SCHOOL > Labuan School of Informatics Science
Depositing User: MR OTHMAN HJ RAWI
Date Deposited: 12 Apr 2019 06:50
Last Modified: 12 Apr 2019 06:50
URI: http://eprints.ums.edu.my/id/eprint/21776

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