Academic writing: modal verbs in the role of hedges

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216275%3A25210%2F15%3A39899637" target="_blank" >RIV/00216275:25210/15:39899637 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Academic writing: modal verbs in the role of hedges

Popis výsledku v původním jazyce

This chapter is concerned with the use of modal verbs as hedging devices in bachelor's theses written by Czech students of English, particularly by students of the study programme English for Business. Since modality is viewed as the most important concept that cuts across the area of hedges (Markkanen and Schröder, 1997) and hedging devices, i.e. expressions qualifying and toning down utterances in order to reduce the riskiness of what one says (Wales, 2001), are considered an essential part of academic discourse (Hyland, 1995), the chapter investigates whether and how students apply their explicit knowledge (Gass and Selinker, 2008; Ellis, 2005) concerning English modal verbs in the role of hedges in academic writing. Thus, the aim is to explore theacquisition and application of the particular pragmatic knowledge in the context of formal education. For the purposes of our study we used questionnaires to analyse the processes of explicit knowledge forming, whereas to examine students

Název v anglickém jazyce

Academic writing: modal verbs in the role of hedges

Popis výsledku anglicky

This chapter is concerned with the use of modal verbs as hedging devices in bachelor's theses written by Czech students of English, particularly by students of the study programme English for Business. Since modality is viewed as the most important concept that cuts across the area of hedges (Markkanen and Schröder, 1997) and hedging devices, i.e. expressions qualifying and toning down utterances in order to reduce the riskiness of what one says (Wales, 2001), are considered an essential part of academic discourse (Hyland, 1995), the chapter investigates whether and how students apply their explicit knowledge (Gass and Selinker, 2008; Ellis, 2005) concerning English modal verbs in the role of hedges in academic writing. Thus, the aim is to explore theacquisition and application of the particular pragmatic knowledge in the context of formal education. For the purposes of our study we used questionnaires to analyse the processes of explicit knowledge forming, whereas to examine students

Druh

C - Kapitola v odborné knize

CEP obor

AI - Jazykověda

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Learner Corpora and English Acquisition

ISBN

978-80-7395-946-3

Počet stran výsledku

10

Strana od-do

57-66

Počet stran knihy

227

Název nakladatele

Univerzita Pardubice

Místo vydání

Pardubice

Kód UT WoS kapitoly

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