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Article: Nurturing hedges in the ESP curriculum

TitleNurturing hedges in the ESP curriculum
Authors
Issue Date1996
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/system
Citation
System, 1996, v. 24 n. 4, p. 477-490 How to Cite?
AbstractThere is a popular belief that scientific writing is purely objective, impersonal and informational, designed to disguise the author and deal directly with facts. But while ESP courses often provide the linguistic means to accomplish this invisibility, they often ignore the fact that effective academic writing always carries the individual's point of view. Writers also need to present their claims cautiously, accurately and modestly to meet discourse community expectations and to gain acceptance for their statements. Such pragmatic aspects of communication however are vulnerable to cross-cultural differences and L2 students are rarely able to hedge their statements appropriately. This paper argues that hedging devices are a major pragmatic feature of effective scientific writing and that students should be taught to recognise and use them in their own work. It examines the frequency, functions and realisations of hedges and discusses a range of strategies for familiarising students with their appropriate use. Copyright © 1996 Elsevier Science Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/130146
ISSN
2015 Impact Factor: 0.834
2015 SCImago Journal Rankings: 0.703
References

 

DC FieldValueLanguage
dc.contributor.authorHyland, Ken_HK
dc.date.accessioned2010-12-23T08:47:32Z-
dc.date.available2010-12-23T08:47:32Z-
dc.date.issued1996en_HK
dc.identifier.citationSystem, 1996, v. 24 n. 4, p. 477-490en_HK
dc.identifier.issn0346-251Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/130146-
dc.description.abstractThere is a popular belief that scientific writing is purely objective, impersonal and informational, designed to disguise the author and deal directly with facts. But while ESP courses often provide the linguistic means to accomplish this invisibility, they often ignore the fact that effective academic writing always carries the individual's point of view. Writers also need to present their claims cautiously, accurately and modestly to meet discourse community expectations and to gain acceptance for their statements. Such pragmatic aspects of communication however are vulnerable to cross-cultural differences and L2 students are rarely able to hedge their statements appropriately. This paper argues that hedging devices are a major pragmatic feature of effective scientific writing and that students should be taught to recognise and use them in their own work. It examines the frequency, functions and realisations of hedges and discusses a range of strategies for familiarising students with their appropriate use. Copyright © 1996 Elsevier Science Ltd.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/systemen_HK
dc.relation.ispartofSystemen_HK
dc.titleNurturing hedges in the ESP curriculumen_HK
dc.typeArticleen_HK
dc.identifier.emailHyland, K:khyland@hku.hken_HK
dc.identifier.authorityHyland, K=rp01133en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1016/S0346-251X(96)00043-7en_HK
dc.identifier.scopuseid_2-s2.0-0030498262en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0030498262&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume24en_HK
dc.identifier.issue4en_HK
dc.identifier.spage477en_HK
dc.identifier.epage490en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.citeulike8598868-

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