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Pragmatic Functions of Hedges and Theirapplications to Relieving Classroom Anxiety

Author: LiuXiaoZuo
Tutor: FengXiaoMei
School: China University of Petroleum
Course: English Language and Literature
Keywords: hedges pragmatic functions classroom anxiety relieving classroom anxiety
CLC: H319.3
Type: Master's thesis
Year: 2011
Downloads: 53
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Abstract


“Hedges”is firstly adapted by Professor Lakoff in his article in 1972. With powerful pragmatic functions playing a greatly irreplaceable role in the process of daily conversation, this concept attracts much attention. As a language strategy, hedges can smooth the conversation and make the utterances milder and more polite, and this can also save the faces of both the hearer and speaker from being threatened by threatening words.Starting with a discussion of the origin and developmental history of hedges, this thesis mainly probes into the pragmatic functions of hedges. Within the help of pragmatic theories such as“Conversational Implicature”,“Cooperative Principle”and“Politeness Principle”, supported by typical examples, the pragmatic functions of hedges are interpreted and explored thoroughly.Since 1970s, scholars have been paying a lot of attention to those affective factors in the process of language acquisition. Recently, classroom anxiety as one of the affective factors affecting language acquisition has become a hot topic which deserves to be further studied. Classroom anxiety’s development, induced factors as well as the classifications are studied in this thesis systematically. In language classes, interaction between students and teachers is one crucial element affecting class language learning. And pragmatic functions of hedges can help protect teachers and students from being blamed or challenged, which can relieve their classroom anxiety so as to facilitate language learning on the part of students in language classes.In the form of questionnaire (quoted from Krashen), the author aims to collect data on students’language anxiety; Interview will also be designed to elicit data on students’use of hedges and the potential pragmatic awareness are also explored preliminarily. Furthermore, in her class observation, the author records several fragments of conversations between teachers and students in English class which can be used to interpret hedges and their functions. On the basis of theoretical studies, with the assistance of scientific researches, several pedagogical implications on how to use hedges to relieve classroom anxiety are tentatively proposed by the author.

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