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| Autor/in | Hyland, Ken |
|---|---|
| Titel | The Author in the Text: Hedging Scientific Writing. |
| Quelle | In: Hong Kong Papers in Linguistics and Language Teaching, 18 (1995), S.33-42 (11 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1015-2059 |
| Schlagwörter | Stellungnahme; English for Science and Technology; English (Second Language); Foreign Countries; Higher Education; Research Reports; Scholarly Journals; Scientific Research; Second Language Instruction; Student Publications; Student Research; Writing Ability; Writing for Publication |
| Abstract | This paper presents the results of a review of 26 research articles, discussing the importance, frequency, and realization of hedges in science research article. It also considers why students find hedging so difficult to master and raises implications thereof. The need to present scientific claims with precision and caution means that hedges are a significant resource for academics in anticipation of the reader's possible rejection of their propositions. As a result, English for Specific Purposes (ESP) students are often advised to avoid hedges and to adopt a detached style in their writings. Clearly, the ability to hedge statements appropriately is essential to effective scientific communication and academic success. The need to carry out research and publish results in English language journals presents non-native speakers with serious problems, especially regarding the research article genre in academic disciplines. A higher priority for hedging in both teaching and research agendas is recommended. ESP teachers need to move beyond the view that scientific writing is simply detached and factual and that hedges are merely conventions of the academic culture. (Contains 30 references.) (NAV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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