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Hedges and Boosters in Academic Writing

심은숙
현대영어교육학회 (The Modern English Education Society)|2017.08|현대영어교육 (Modern English Education)|제18권 제3호|pp. 71-90

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참고문헌

키워드

hedges/boosters/genre analysis/EAP

초록

This study analyzed hedges and boosters employed in the U.S.-based research article (RA) abstracts and the Korea-based English RA abstracts of TESOL/Applied Linguistics. The corpus consisted of 564 RA abstracts: 268 abstracts from international journals (TESOL Quarterly & Applied Linguistics) and 296 abstracts from domestic journals (English Teaching & Korean Journal of Applied Linguistics). Hyland’s (2005) model was employed as the basis for the analysis. A concordance program, AntConc, was used in analyzing the data by identifying the occurrences of hedges and boosters in the RA abstracts. From the corpus-based genre study of RA abstracts, the findings showed that a higher occurrence of hedges was found in the U.S.-based English texts and more boosters were used in the Korea-based English texts. The cross-cultural analysis revealed that the present tense verb in reporting results of a study was used in the U.S.-based RA abstracts but the past tense verb was used predominantly in the Korea-based RA abstracts, suggesting that the L2 writers’ choice of the rhetorical devices may be influenced by the specific contexts of publication. The disciplinary variations in the writing of academic texts should be considered.

Abstract

This study analyzed hedges and boosters employed in the U.S.-based research article (RA) abstracts and the Korea-based English RA abstracts of TESOL/Applied Linguistics. The corpus consisted of 564 RA abstracts: 268 abstracts from international journals (TESOL Quarterly & Applied Linguistics) and 296 abstracts from domestic journals (English Teaching & Korean Journal of Applied Linguistics). Hyland’s (2005) model was employed as the basis for the analysis. A concordance program, AntConc, was used in analyzing the data by identifying the occurrences of hedges and boosters in the RA abstracts. From the corpus-based genre study of RA abstracts, the findings showed that a higher occurrence of hedges was found in the U.S.-based English texts and more boosters were used in the Korea-based English texts. The cross-cultural analysis revealed that the present tense verb in reporting results of a study was used in the U.S.-based RA abstracts but the past tense verb was used predominantly in the Korea-based RA abstracts, suggesting that the L2 writers’ choice of the rhetorical devices may be influenced by the specific contexts of publication. The disciplinary variations in the writing of academic texts should be considered.

참고문헌 (44)

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관련 논문AI추천

Authorial Stance in Academic Writing심은숙한국언어과학회 · 언어과학2022 · 제29권 제3호A Comparative Analysis of Interactional Metadiscourse Markers in Research Article Introductions심은숙현대영어교육학회 · 현대영어교육2015 · 제16권 제1호Rhetorical Strategies of Authorial Presence in L2 English Student Writers’ Research Articles: Use of Hedges and Boosters with Authorial References최연희교과교육연구소 · 교과교육학연구2022 · 제26권 제4호Hedging in EFL Academic Writing of Korean Postgraduates고미숙, 최연희한국영어교육학회 · 영어교육2005 · 제60권 제1호한국인 영어 학습자와 원어민 학위 논문에 나타난 유보어와 강조어 코퍼스 비교 분석정숙현담화·인지언어학회 · 담화와 인지2018 · 제25권 제3호Epistemic Rhetorical Stance: Hedges and Boosters in L1 and L2 Students’ English Writing김찬희, 서홍원사단법인 한국언어학회 · 언어학2014 · 제22권 제2호

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