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USE OF HEDGING DEVICES IN PUBLIC SPEECHES GIVEN BY THIRD-YEAR ENGLISH STUDENTS AT HUFLIS / HOÀNG NGUYỄN ANH THƯ, TRẦN QUANG NGỌC THÚY Huế, 202396tr. ; 28cm.Trường Đại học Ngoại ngữ - Đại học HuếThis study explored the use of hedges in academic spoken language by third- year English students at HUFLIS. It examines the frequency of students' use of hedging devices in public speeches. This study also compares how English major students use hedging devices during public speeches and when they comment on their friends' speeches during the discussion time in their speaking class in terms of frequencies and purposes. The findings of this study can be used to reflect tertiary students' pragmatic ability, particularly in terms of hedge usage. Therefore, it may increase their understanding of the role that hedging serves in academic English. In doing so, 74 speaking presentations performed by students within the time limit of 6– 8 minutes were collected in a speaking course and then compared with their comments on their classmates’ presentations in the follow-up discussion sections. Their speaking performances were examined for hedging devices that occurred using the grammatical hedging taxonomy developed by Salager-Meyer (1998), Namasaraev (1997), and Hyland (1998), as well as the functional taxonomy developed by Prince et al (1982). In the study, comparisons are made in their use of hedging devices. It was found that the frequency of occurrence of hedges in the two corpora shows that students tend to use more hedges when commenting on their friends’ presentations than when giving public speeches. There are also differences in the frequencies and purposes of hedging devices in the two corpora. The results indicate that the distribution of subcategory of hedges in one corpus may not be the same in the other corpus, despite the fact that both corpora are studied on the same group of objects. The study has offered some important practical implications for EFL teaching and the learning of hedging devices in English classes.
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