"Would You Perhaps Consider...": Hedged Comments in ESL Writing

Autor/inn/en	Nurmukhamedov, Ulugbek; Kim, Soo Hyon
Titel	"Would You Perhaps Consider...": Hedged Comments in ESL Writing
Quelle	In: ELT Journal, 64 (2010) 3, S.272-282 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccp063
Schlagwörter	Second Language Instruction; Writing Instruction; Editing; Quality Control; Revision (Written Composition); Interpersonal Competence; Feedback (Response); Teacher Student Relationship + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Schreibunterricht; Redaktion; Textbearbeitung; Qualitätskontrolle; Korrektur; Interpersonale Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Both research and practice have shown that while some comments on L2 writing lead to substantive revision, others go unattended, failing to achieve their anticipated instructional effect. It is therefore crucial to determine how learners perceive different commentary types, so that teachers can enhance the efficacy of their feedback. The present study shares practical suggestions on making written comments more effective, based on the results of an examination of the effects of four different commentary types on ESL students' essays: statements (stating students' problems), imperatives (directly asking students to change, delete, and add), questions (showing elements of doubt and uncertainty), and hedging (avoiding directness by implying or suggesting). While hedging comments were associated with substantive and effective revisions, stimulated recall interviews revealed that challenges may exist for ESL writers in interpreting hedging comments appropriately because of the difficulty in understanding their pragmatic function. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10