Hedging in academic writing: a pedagogically-motivated qualitative study
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 discussio...
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| 主要な著者: | , |
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| フォーマット: | Proceedings |
| 言語: | English English |
| 出版事項: |
Elsevier
2015
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| 主題: | |
| オンライン･アクセス: | https://eprints.ums.edu.my/id/eprint/27582/1/Hedging%20in%20academic%20writing_%20A%20pedagogically-motivated%20qualitative%20study%20ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/27582/2/Hedging%20in%20academic%20writing_%20A%20pedagogically-motivated%20qualitative%20study%20FULL%20TEXT.pdf https://eprints.ums.edu.my/id/eprint/27582/ https://www.sciencedirect.com/science/article/pii/S1877042815042019 |
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https://eprints.ums.edu.my/id/eprint/27582/1/Hedging%20in%20academic%20writing_%20A%20pedagogically-motivated%20qualitative%20study%20ABSTRACT.pdfhttps://eprints.ums.edu.my/id/eprint/27582/2/Hedging%20in%20academic%20writing_%20A%20pedagogically-motivated%20qualitative%20study%20FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/27582/
https://www.sciencedirect.com/science/article/pii/S1877042815042019