A Functional Analysis Of Hedges In Teacher Talk In Spoken English Classes

Hedges as a linguistic device have been studied from different perspectives since Lakoff (1972) proposed the linguistic concept. Generally speaking, the study of it is synchronized with the evolution of linguistic theories, which shed light on the definition, classification and research domain of hedges. The preceding attainments also manifest more efforts which are needed for the practical value in distinct contexts, and this thesis is aimed at the application of hedges by teachers in the classroom context.Of all the linguistic paradigms associated with the hedges analysis, systemic-functional grammar appears to stand with tremendous potential to be proceeded with. For one thing, it is inherently bound with the practical field, while discourse analysis, classroom discourse in particular, is a major concern. For another, the analytical framework is internally consistent and delimits language as a system network, so the details of the hedges application can be delved into. Besides, the tri-metafunctional and tri-stratal hypotheses of language illuminate the underlying motives, and thus the use of hedges by teachers in classroom exchange can be investigated and then revealed. On the other hand, the assumptions proposed by Sinclair & Coulthard (1975) on the discourse structure in classroom interaction are also influenced by the Hallidayan framework, so the combination of the two can effectively reveal the value of hedges.Spoken English classes can mostly represent the characteristics of hedges in teacher talk, so the data are collected by classroom observation and transcription from teacher-student interaction. The tentative work is intended to reflect the significance of them in the special register, and it is proved to be worthwhile to reveal the intricacy and subtlety in the realization of hedging function with reference to the stratificational architecture of language. Meanwhile, in the analytical process the expandable resource of language is demonstrated in the coordinate of registerial characterization in the classroom context.Based on the functional analysis of the excerpts from the spoken English classes pedagogical implicature of the hedges use can be understood; that is, the roles played by teachers in classroom should be redefined, and more importance to the affective factors should be attached in the negotiation of meaning. The negotiability of teacher-student interaction can be expanded by the hedges application, which can motivate the classroom participation on the part of students in thinking and speaking.The thesis is composed of five chapters. Chapter One is a general introduction of the research background and significance. Chapter Two reviews the study of hedges from different linguistic perspectives and the research into classroom discourse within the systemic-functional framework. It is focused on teacher talk in the discourse structure of classroom exchange and the characteristics peculiar to the register of teacher talk. Chapter Three expatiates on the features of spoken language and the theoretical grounds for the systemic-functional analysis. Chapter Four analyses in detail the realization of hedging function at the different strata of language by teachers in teacher-student interaction, and the forms of hedges are investigated around the unit of the clause at the rank scale of language. Chapter Five is the conclusion of the whole thesis.