A Study On Boosters In MA Theses By Chinese Postgraduate Of English Linguistics

Properly expressing certainty and uncertainty is the interactive feature of academic writing.As researchers have paid more attention to the use of hedges in academic writing,there is a lack of investigation regarding the use of boosters,which is of equal importance.The distinctions between Chinese postgraduates of English linguistics and native speakers of English are revealed in this study,which emphasizes the specific usage of boosters in MA theses.Two comparable corpora of MA theses by Chinese postgraduates of English linguistics and native speakers are built to seek answers to the research questions by incorporating qualitative and quantitative research approaches.Using Hyland’s and other scholars’ definitions and classifications of boosters,this thesis examined the similarities and differences in the use of boosters between the two groups,as well as the characteristics of the pragmatic functions of boosters,to provide possible guidance for English learners.The findings show that Chinese postgraduates of English linguistics use boosters more than native speakers to increase the credibility of propositions and that there are significant differences in the use and lexicon choice of verb boosters between Chinese postgraduates of English linguistics and native speakers.Factive reporting verbs like “show” and “indicate”,as well as assertive cognition verbs like “know” are often overused by Chinese postgraduates.Furthermore,the studies revealed that Chinese postgraduates of English linguistics frequently employ boosters to achieve the following goals: highlighting the proposition’s objectivity,suitably expressing personal confidence and attitude toward the argument,and forming solidarity with readers.Such analysis of boosters in the MA theses might provide some implications for Chinese English learners in their academic writings and also for the application of boosters in other contexts.Such analysis of boosters in master’s theses might have implications for Chinese English learners’ academic writings as well as the use of boosters in other contexts.