tailieunhanh - Teaching academic ESL writing part 35

Tham khảo tài liệu 'teaching academic esl writing part 35', ngoại ngữ, toefl - ielts - toeic phục vụ nhu cầu học tập, nghiên cứu và làm việc hiệu quả | 328 CHAPTER 12 in many cases L2 writers do not employ hedging devices in accordance with the norms of the Anglo-American academic discourse community. However in ESL and EAP writing instruction the appropriate uses of hedging devices are often not addressed in sufficient detail. In addition to the direct benefits of using hedging devices essential in academic text focused instruction on hedges and their rhetorical functions can help learners identify distinctions between formal and informal and between spoken and written registers. Although overstatements and exaggerations are often considered acceptable in informal and conversational discourse in English they need to be avoided in formal academic writing. To provide L2 writers access to lexical and syntactic means of hedging the instruction can begin with simple hedging devices and advance to those more linguistically complex. A cumulative effect of learning to use various types of hedges can lead to a noticeable reduction in frequencies of overstatements and exaggerations in L2 academic prose. Adverbs of frequency and possibility represent one of the simplest and most readily accessible hedges that can be effectively taught to L2 learners at the low to intermediate levels of proficiency. Instruction in the uses of quantifiers with countable and uncountable nouns combined with uses of frequency adverbs can also become an auxiliary goal in instruction in such fundamental L2 skills as reading writing and grammar. The teaching of modals verbs as hedges can also increase the students repertoire of essential and relatively simple hedging devices to use in L2 writing. Although a large number of advanced adjective and adverb hedges in English has been identified in research L2 writers should not be expected to employ all of them in their text with equal degrees of fluency. Adding just a few accessible complex hedges to an established base of simpler devices can provide learners a sufficient range of hedges appropriate in

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