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Tabatabaei, M., Ramzi, S. (2013). The Use of Hedges and Boosters in Monolingual and Bilingual EFL Learners’ Academic Writings: The Case of Iranian Male and Female Post-graduate MA Articles. Journal of English Language Pedagogy and Practice, 6(12), 131-141.
MirAyyoob Tabatabaei; Samad Ramzi. "The Use of Hedges and Boosters in Monolingual and Bilingual EFL Learners’ Academic Writings: The Case of Iranian Male and Female Post-graduate MA Articles". Journal of English Language Pedagogy and Practice, 6, 12, 2013, 131-141.
Tabatabaei, M., Ramzi, S. (2013). 'The Use of Hedges and Boosters in Monolingual and Bilingual EFL Learners’ Academic Writings: The Case of Iranian Male and Female Post-graduate MA Articles', Journal of English Language Pedagogy and Practice, 6(12), pp. 131-141.
Tabatabaei, M., Ramzi, S. The Use of Hedges and Boosters in Monolingual and Bilingual EFL Learners’ Academic Writings: The Case of Iranian Male and Female Post-graduate MA Articles. Journal of English Language Pedagogy and Practice, 2013; 6(12): 131-141.

The Use of Hedges and Boosters in Monolingual and Bilingual EFL Learners’ Academic Writings: The Case of Iranian Male and Female Post-graduate MA Articles

Article 8, Volume 6, Issue 12, Winter and Spring 2013, Page 131-141  XML PDF (413.76 K)
Document Type: Research Paper
Authors
MirAyyoob Tabatabaei email ; Samad Ramzi
Department of Humanities, Payam-e Noor University, Tehran, IRI
Abstract
Expressing doubt and certainty in academic writings requires a cautious use of hedges and boosters. Despite their importance in academic writing, little is known about how they are used in monolingual and bilingual male and female EFL learners’ academic writings. To shed some lights on the issue, the present study investigated the use of hedges and boosters in research articles written by monolingual and bilingual male and female EFL learners. Based on the collected corpus from twelve academic research articles, the overall rhetorical and categorical distribution of hedges and boosters were identified across four sections of these articles (Abstract, Introduction, Discussion, and Conclusion). The results evinced that the overall distribution of hedges and boosters in research articles written by bilinguals was higher than that of monolinguals. Moreover, there were significant differences between male and female EFL learners in the use of hedges and boosters in their academic research articles. These findings not only paved the way for further studies in the use of hedges and boosters but they also presented some beneficial implications for teaching of academic writing to EFL learners.
Keywords
academic writing; Bilingual; Boosters; Monolingual; Hedges
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