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f  pragmatics,  hedges  are  categorized  into  property  hedges  (to  help  writer  to express  more  correctly),  possibility  hedges  (to  express  writer’s  uncertainty  about  the utterance), author-oriented hedges (waive or reduce writer’s or speaker’s commitment to the utterance and truth commitment) and reader-oriented hedges (to attract readers to the world that author builds on and have consensus with author). According to the deep  motivation  behind  hedges  users,  Hyland  (1997)  classifies  hedges  into content-oriented hedges and reader-oriented hedges. Hyland (1997) points out that the content-oriented  hedges  are  used  to  ease  the  relationship  between  propositional content  and  non-language  real  psychology,  and  to  blur  the  relative  correspondence between  the  world  that  writers  try  to  build  on  and  the  readers’  world;  whereas  the reader-oriented hedges are hedges that make confirmation with interactive concern in the  author’s  utterance,  and  cooperate  with  readers  who  are  treated  as  the  wisdom counterpart  involved  in  the  conversation  construction.  Therefore,  Wu  Guangting (2011)  believes  that  content-oriented  hedges  have  relation  with  the  exactness  degree of  the  built  world;  while  reader-oriented  hedges  with  author’s  concern  about  the reader and academic behavior regularity in the field. In accordance with two different motivations: author to state opinion per reality and author to protect himself or herself by  avoiding  negative  results  because  of  uncertainty  about  the  reality,  Hyland  (1997) divides  content-oriented  hedges  into  accuracy-oriented  hedges  and  writer-oriented hedges,  and  then  the  accuracy-oriented  divided  into  attribute  hedges  and  reliability hedges. From Hyland’s classification of hedges, we can figure out that he emphasizes on  the  communicative  function,  which  is  an  innovative  breakthrough  in  hedges pragmatics  research.  However,  the  Hyland  modular  is  not  as  popular  as  Lakoff’s (1972) and Prince, et al’s (1982) classification. 

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Chapter Three   Research Design ............ 22 
3.1. Corpus and data ..... 22 
3.2 Data collection and data analysis .... 23 
3.3 Data grouping ......... 24 
Chapter Four   Results and Discussion ............... 25 
4.1 Hedges used and distributed in the TEM compositions ..... 25 
4.2 Relationship between the uses of hedges and English proficiencies of Chinese ............... 31 
4.3 The possible reasons for the significant correlation between the use of hedges ..... 37本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。