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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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 |
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| Keyword: | Hedging, academic writing, pedagogical implication, linguistic knowledge, pragmatic competence |
| Subjects: | P Language and Literature > P Philology. Linguistics |
| Department: | CENTRE > Centre for the Promotion of Knowledge and Language Learning |
| Depositing User: | ADMIN ADMIN |
| Date Deposited: | 06 Oct 2016 15:33 |
| Last Modified: | 23 Oct 2017 15:04 |
| URI: | https://eprints.ums.edu.my/id/eprint/14650 |
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