Information technology students’ metadiscourse:: Boosting and hedging in classroom argumentative debates

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dc.contributor.authorEllederová, Evacs
dc.coverage.issue1cs
dc.coverage.volume13cs
dc.date.issued2025-01-01cs
dc.description.abstractDespite many empirical studies focusing on English as a second language (L2) learners’ use of different metadiscourse markers in general academic English contexts, a systematic analysis of co-existing discourse strategies of boosting and hedging that contribute substantially to the dynamic flow of conversation in English for specific purposes (ESP) contexts is still missing. Understanding how ESP learners use boosters and hedges in conversation might provide valuable insights into their pragmatic competence. Therefore, this study scrutinizes the functions of boosters and hedges employed by information technology (IT) students in classroom argumentative debates related in content to their discipline. Boosters and hedges were identified and analysed using Sketch Engine. A total of 34 IT students participated in 8 debates in the course English for IT at Brno University of Technology. The whole corpus of the transcribed debates includes 20,052 tokens and 17,016 words. The research results revealed that while boosters were used by IT students to enhance persuasive communication, express stance, and share professional knowledge within their discourse community, hedges were employed to acknowledge the potential gaps in their understanding of the ever-changing nature of IT and mitigate face-threatening acts performed when asserting and rebutting in the debates.en
dc.formattextcs
dc.format.extent134-155cs
dc.format.mimetypeapplication/pdfcs
dc.identifier.citationESP Today-Journal of English for Specific Purposes at Tertiary Level. 2025, vol. 13, issue 1, p. 134-155.en
dc.identifier.doi10.18485/esptoday.2025.13.1.7cs
dc.identifier.issn2334-9050cs
dc.identifier.orcid0000-0003-2375-9426cs
dc.identifier.other189357cs
dc.identifier.researcheridAAH-7799-2021cs
dc.identifier.scopus57543392200cs
dc.identifier.urihttp://hdl.handle.net/11012/250733
dc.language.isoencs
dc.publisherUniversity of Belgrade and Serbian Association for the Study of Englishcs
dc.relation.ispartofESP Today-Journal of English for Specific Purposes at Tertiary Levelcs
dc.relation.urihttps://doi.fil.bg.ac.rs/volume.php?pt=journals&issue=esptoday-2025-13-1&i=7cs
dc.rightsCreative Commons Attribution 4.0 Internationalcs
dc.rights.accessopenAccesscs
dc.rights.sherpahttp://www.sherpa.ac.uk/romeo/issn/2334-9050/cs
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/cs
dc.subjectIT studentsen
dc.subjectclassroom debatesen
dc.subjectboostersen
dc.subjecthedgesen
dc.subjectpragmatic competenceen
dc.titleInformation technology students’ metadiscourse:: Boosting and hedging in classroom argumentative debatesen
dc.type.driverarticleen
dc.type.statusPeer-revieweden
dc.type.versionpublishedVersionen
sync.item.dbidVAV-189357en
sync.item.dbtypeVAVen
sync.item.insts2025.04.07 11:56:00en
sync.item.modts2025.04.07 11:33:24en
thesis.grantorVysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií. Ústav jazykůcs
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