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題名 | Graduate Students' Use of Hedging Devices |
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作者姓名(外文) | Yeh, Chun-chun; | 書刊名 | Taiwan Journal of TESOL |
卷期 | 4:2 2007.12[民96.12] |
頁次 | 頁25-42 |
分類號 | 805.17 |
關鍵詞 | Academic writing; Epistemic modality; Graduate student writing; Hedging; |
語文 | 英文(English) |
英文摘要 | Hedging, or the mitigation of claims, is often regarded as a significant rhetorical strategy in academic writing. Writers' inability to make claims at an appropriate level may result in a failure to be accepted in the academic discourse community. The current study compiled a corpus of student writing and investigated graduate student writers' hedging behavior, with a specific focus on epistemic modality markers. A comparison of graduate student and expert writers' hedging practices shows that students use a greater number of hedging devices than expert writers. In addition, they rely on a limited range of epistemic items to hedge their writing, while epistemic nouns are noticeably under-used. In terms of epistemic commitment, these graduate student writers use more certainty than tentative markers. The results may imply a need for awareness raising among graduate students about hedging functions in academic writing. |
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