INTRODUCTION
RATIONALE
A book loses its value without readers, just as a language becomes obsolete without active use Learning a foreign language requires communication to prevent forgetting, emphasizing that mastery of vocabulary and grammar is insufficient without practical application According to Ho (2002), language learning involves understanding linguistic concepts and their usage in social contexts, highlighting the necessity of pragmatic competence for second language learners.
Developing students' pragmatic competence is crucial in second language learning, making it essential for English teachers to focus on effective teaching methods While research on this topic has been conducted in several countries by authors like Fraser (2010), Onose (2011), and Krisnawati (2011), it remains underexplored in Vietnam, with only a few articles and studies available, such as those by Ho.
Vietnamese research articles, including those by Dang (2006) and Tran (2012), primarily focus on cross-cultural studies and often involve college students majoring in English This trend has motivated the author to explore pragmatic competence as a potential thesis area However, due to the extensive scope of pragmatic competence, the current study will concentrate specifically on the use of hedges.
The concept of hedges is appealing for several reasons After two years of teaching English, the author found that developing speaking skills is particularly challenging Students often have limited opportunities to converse with native speakers, leading even the most proficient learners to use English in a mechanical manner As noted by Tran (2012), this highlights the need for effective strategies in teaching communication skills.
Many college students possess a solid understanding of English grammar but struggle with the flexible use of hedges This issue likely stems from an extended focus on grammar and an overemphasis on sentence accuracy, leading to a habit of omitting essential elements like hedges and hesitation, which enhance expressive communication To address this, it may be beneficial for teachers to assist students in practicing the use of hedges in their conversations Further experimental research is needed to explore this approach.
Several studies (Yu, 2009; Tran, 2012) have explored the impact of hedges on enhancing English competence, yet none focused on high school students High school students, having studied English for an extended period and requiring it for future careers, possess significant potential to utilize hedges Familiarity with hedging strategies during high school could alleviate challenges in university-level English proficiency This raises important questions regarding the necessity and extent of teacher instruction on hedges to effectively improve students' English skills.
The writer selected the topic of investigating how hedges can enhance students' pragmatic competence in English speaking classes at Hai Lang High School in Quang Tri Province, Vietnam.
AIMS OF THE THESIS
The current thesis has the following main aims
To investigate teachers‘ and students‘ perceptions of the use of hedges at Hai Lang High School
To find out the development of students‘ pragmatic competence, especially the competence of hedging after applying instructions on hedges in English class
To suggest appropriate ways to encourage students speak naturally using hedges
RESEARCH QUESTIONS
The thesis will answer the following research questions:
1 What are EFL teachers‟ and students‟ perceptions of the role of hedging in English speaking and in pragmatic competence?
2 To what extent can hedging-focused instruction improve students‟ pragmatic competence in English speaking?
SIGNIFICANCE OF THE THESIS
Numerous studies have explored hedging in Vietnam and globally, with Yu's (2009) doctoral research serving as a notable example of pragmatic development in this area This study examines a diverse array of hedges within academic writing, interviews, and debates, involving Chinese students who have learned English for two to nine years across beginner, intermediate, and advanced levels The findings emphasize the frequency of specific hedges and reveal insights into the pragmatic development of hedging by comparing results across these three proficiency levels.
Research on hedges in Vietnam has involved college students, with Tran (2011) adopting a method similar to Yule to analyze the frequency of hedge usage, while Vo (2012) focused exclusively on a corpus of academic writing.
This thesis is the first to employ an experimental method to demonstrate the improvement of students at Hai Lang High School following the experimental period The study results highlight the progress of the experimental group compared to the control group, emphasizing the impact of instruction on hedges, rather than focusing solely on the most common hedges.
SCOPE OF THE STUDY
The thesis focuses on utilizing hedges to enhance students' pragmatic competence, particularly in speaking skills This skill is often underdeveloped among high school students due to limited opportunities for real-life practice.
Improving teaching and learning methods is essential, and this thesis proposes that practicing the use of hedges can help students speak more naturally while boosting their self-confidence.
This study focuses on high school students at an intermediate level, aiming to demonstrate how instruction on hedges can enhance their skills.
This thesis specifically examines the development of students at Hai Lang High School, selecting four classes for the experimental research due to time constraints As a local institution, the English speaking abilities of its students may not match those of their peers in rural schools, suggesting that the findings may vary if applied to other educational settings Consequently, the conclusions drawn are closely tied to the teaching conditions at Hai Lang High School and aim primarily to enhance English teaching and learning in that context.
THE ORGANIZATION OF THE THESIS
The thesis is organized into five main chapters
This chapter outlines the research's needs, objectives, and importance, while also defining the study's scope and key terms that will be elaborated on in subsequent chapters.
This chapter introduces essential terminology to establish the foundational theory for the research, highlighting significant studies and exploring diverse perspectives from various authors on hedges, including both discussions and critiques.
In chapter 3, the writer decides the methods used to collect data and give some information of the participants The questionnaire, interview, and experiment are described in details
This chapter presents a thorough analysis of collected data to evaluate the effectiveness of hedges in enhancing students' speaking skills Additionally, it highlights various challenges associated with the implementation of hedges in English speaking classes.
Chapter 5 ends the thesis with some suggestions for both teachers and students to learn English using hedges The chapter also states the contribution of the thesis and figures out some of its limitations
LITERATURE REVIEWAND THEORATICAL
DEFINITION OF KEY TERMS
Pragmatics officially drew the public attention in 1983 when the two books
Principles of Pragmatics by Leech and Pragmatics by Levinson were published
Minor issues in Pragmatics, including hedges and communicative action, were defined long before being unified under a common term Researchers emphasize various aspects of this field, leading to multiple definitions of pragmatics While determining the most suitable definition is challenging, commonalities among them can be identified.
Rose & Kasper (2001) and LoCastro (2003) significantly contribute to defining the complex term of pragmatics They carefully analyzed definitions from authors like Crystal, Leech, and Clark (LoCastro, 2003) before presenting their own perspectives Rose & Kasper (2001) define pragmatics succinctly as "the study of communicative action in its sociocultural context" (p 1) In contrast, LoCastro (2003) elaborates that pragmatics is "the study of speaker and hearer meaning created in their joined actions that include both linguistic and nonlinguistic signals in the context of socioculturally organized activities" (p 15).
Pragmatics is defined primarily through two essential aspects: action and context (LoCastro, 2003) Understanding these elements is crucial for grasping the concept of pragmatics and its scope.
Pragmatic competence, an essential component of pragmatics, has garnered significant interest from researchers Its definition varies based on the aspects that scholars choose to highlight Given that pragmatics integrates 'action' and 'context', a comprehensive understanding of pragmatic competence must take these elements into account.
Thomas (1985, as cited in Grossi, 2009, p 53) defined pragmatic competence as the ability to communicate effectively, encompassing knowledge that extends beyond grammar However, the phrase "beyond the level of grammar" is somewhat ambiguous This raises an important question: what exactly constitutes this knowledge beyond grammar? It may refer to the contextual factors influencing communication.
Pragmatic competence, as defined by Yoshimo (2009), refers to the ability to use language appropriately in social contexts, highlighting its broad yet somewhat unclear nature Effective communication requires individuals to comprehend others' ideas and respond with suitable language In contrast, Murray (2009) offers a more refined definition, describing pragmatic competence as the understanding of the relationship between form and context, which enables accurate and appropriate expression and interpretation of intended meaning This definition is concise and emphasizes the importance of context in communication.
‗understanding‘ rather than set off the role of interaction between the speakers and the listeners when using language
Fraser's definition emphasizes the dual aspects of communication, highlighting the importance of conveying one's intended message with its nuances in various socio-cultural contexts, as well as accurately interpreting the messages of others as they were meant to be understood (Fraser, 2010, p.15).
Pragmatic competence is closely linked to the concept of pragmatic failure, which is increasingly relevant in our globalized world As international collaboration grows, the need for effective communication across cultures is rising English has emerged as the primary language for cross-cultural interaction, providing learners with greater opportunities to engage in conversations with native speakers.
Lacking pragmatic competence presents significant challenges and risks, leading to potential failures in effective communication Authors often highlight that speakers who are grammatically correct may still fail to achieve their communicative goals due to this lack of competence (Fraser, 2010, p.15) Furthermore, this deficiency can negatively impact how listeners perceive the speaker, as noted by Thomas (as cited in Ho, 2002), who stated that while grammatical errors might indicate a speaker's language proficiency, pragmatic failures can tarnish their personal image.
Communicative competence, as defined by Canale and Swain (cited in Bagarić & Djigunović, 2007), encompasses the essential knowledge and skills required for effective communication This knowledge consists of three distinct types.
Pragmatic competence encompasses the knowledge of grammatical principles, the ability to use language effectively in social contexts, and the skill to combine utterances with discourse principles for effective communication (Bagarić & Djigunović, 2007) It is fundamentally the capacity to use language appropriately in various social situations (Taguchi, 2009), which includes both the ability to convey and interpret messages Even before the term "pragmatic competence" was established, its essential components were recognized as integral to communicative competence.
16 broad domains of skill to make up the communicative competence such as:
Developing skills and strategies for effective language use in concrete situations is crucial for enhancing communicative competence, as highlighted by Littlewood (1981) This competence is not only linked to linguistic proficiency but also encompasses sociolinguistic and pragmatic aspects (Bagarić & Djigunović, 2007) As perspectives on communicative competence evolve, the significance of pragmatic competence has risen, underscoring the need for a balanced development of all three components Historically, these components have not been valued equally, yet they collectively contribute to effective communication.
Initially, pragmatics received limited attention in language studies, leading to a neglect of pragmatic competence Historically, the focus was primarily on linguistic competence, with traditional teaching methods emphasizing grammar (Plana, 2003) This emphasis contributed to the delayed recognition of pragmatics However, with the widespread adoption of the communicative approach in second-language learning, educators began prioritizing pragmatics and assessing students' pragmatic competence Consequently, teaching pragmatic competence is now considered essential in language education and has been extensively researched (Bardovi-Harlig; Rose & Kasper; Bardovi-Harlig & Griffin, as cited in Grossi, 2009, p.53) The rise of the communicative approach has been pivotal in advancing the understanding of pragmatics This shift raises important questions: Should contemporary English teaching focus solely on pragmatic competence? Can grammatical and pragmatic competences be developed independently?
In recent years, the communicative approach has gained popularity, leading to a decline in grammar-centered classes while emphasizing the importance of pragmatics (Plana, 2003) Grammatical competence is no longer the sole focus of language lessons, as it does not solely determine one's pragmatic abilities (Bardovi-Harlig & Dửrnyei, as cited in Plana, 2003) However, grammar remains a crucial aspect of language learning, as the ultimate goal of English teaching is to foster communicative competence, which encompasses both grammar and pragmatics Bardovi-Harlig (as cited in Yu, 2009) argues that grammatical competence is essential for developing pragmatic skills, suggesting that mastery of grammatical rules serves as the foundation for effective communication Without a solid grasp of grammar, students struggle to express their ideas and communicate flexibly Therefore, English teaching must strike a balance between pragmatic components and grammatical instruction to ensure students achieve success in communication.
In major works on pragmatics, such as those by Yule (1996) and LoCastro (2003), the concept of 'hedge' is typically discussed in relation to the four maxims: quantity, quality, relevance, and manner In this context, 'hedges' are viewed as linguistic tools that soften statements or express uncertainty.
THE ROLE OF HEDGING IN PRAGMATIC COMPETENCE
Hedging, as an aspect of pragmatics, cannot be separated from pragmatic competence
Hedging plays a crucial role in cross-cultural communication, as a lack of pragmatic competence in this area can lead to significant misunderstandings (Fraser, 2010) Non-native speakers who fail to hedge may be perceived as impolite, while those who do not recognize hedging may misinterpret a native speaker's intent, potentially leading to offense Thus, hedging can be viewed as an art form in communication, with its effectiveness largely dependent on the user's skill (Fraser, p 16).
Hedging ability is a crucial aspect of pragmatic competence, contributing to its development as students enhance their interpersonal hedging skills across proficiency levels, which reflects growth in social pragmatic competence (Yu, 2009) This advanced pragmatic ability encompasses two of the three primary components of pragmatic competence: speech act ability and discourse ability Consequently, the advancement of pragmatic competence is inherently linked to the understanding of hedging, and the evolution of hedging competence is integral to the overall development of pragmatic skills.
Pragmatics encompasses the study of communicative actions among both native and non-native users; however, research aimed at enhancing language teaching should prioritize Interlanguage pragmatics, which focuses specifically on second language learners.
Nowadays, ‗interlanguage‘ is regarded as the subfield of both second language acquisition and pragmatics (Schauer, 2009) In fact, the term
The concept of "interlanguage," which examines learners' skills in morphology, phonology, and syntax, emerged in the 1970s before the formal definition of pragmatics was established By 1980, research began to incorporate learners' discourse and pragmatic knowledge, leading to the introduction of the term "interlanguage pragmatics." Since then, there has been a rapid increase in research within this field.
Interlanguage pragmatics studies the language use of non-native speakers, focusing on how they understand and produce actions in the target language, as well as how they develop these abilities (Yu, 2009) However, Yu notes that previous research has predominantly emphasized 'language use' while overlooking 'language learning.' Similarly, Schauer (2009) asserts that developments in interlanguage pragmatics remain 'underexplored' (p 57).
Hedging is a crucial aspect of interlanguage pragmatics, yet there is a noticeable scarcity of research on this topic within the Vietnamese context While pragmatic competence has been explored in various studies (Ho, 2002), the specific area of hedging remains underrepresented in Vietnamese literature.
Future research in language learning should prioritize enhancing students' pragmatic competence, particularly in hedging Hedging is crucial as it relates closely to pragmatic issues like speech acts and politeness theory Despite its significance, hedging has not received sufficient attention compared to other pragmatic aspects Most existing studies have concentrated on specific applications, such as hedging in declining invitations or in writing The exploration of hedge learning and development remains under-researched, especially among high school students.
Meanwhile, high school students make up a large part in second language learners Thus, they should be the main subject of investigations on interlanguage pragmatics
The classification of hedges varies based on different factors and the objectives of researchers Understanding the various categories of hedges is essential for advancing studies in related fields such as speech acts, indirectness, and politeness Given the extensive research on hedges, this section will explore typical methods for categorizing them.
Hedges can be categorized in several ways, with three typical approaches being identified: the first is based on the four maxims of communication (Yule, 1996; LoCastro, 2003); the second focuses on grammatical, semantic, and pragmatic properties of hedges (Yu, 2009); and the third involves mixed categories as proposed by Fraser (2010).
2 2.3.1 Yule‘s (1996) and LoCastro‘s (2003) theory of hedges
In exploring the evolution of pragmatics, both Yule and LoCatro converge on the concept of hedges, which play a crucial role in their theories Their frameworks categorize hedges in alignment with Grice's four maxims, highlighting the significance of these linguistic tools in effective communication across different contexts.
Grice's principles of human communication, as outlined by LoCastro (2003), consist of four key maxims: quality, quantity, relevance, and manner The maxim of quantity emphasizes that speakers should provide just the right amount of information needed The maxim of quality focuses on the truthfulness of the speaker's statements, encouraging them to convey what they genuinely believe to be true The maxim of relevance pertains to the importance of the speaker's contributions to the conversation, which is violated when irrelevant information is introduced Lastly, the maxim of manner stresses the need for clarity in communication, urging speakers to avoid obscurity and ambiguity in their expressions.
Hedges serve as signals indicating a speaker's awareness of conversational maxims, acting as either minimizers or intensifiers When individuals use hedges, they imply that they are either partially adhering to or strictly following these maxims According to LoCastro (2003), hedges can be categorized into four primary types based on their relation to the maxims.
In the context of the maxim of quality, speakers often use hedges like "As far as I know," "I may be mistaken," and "I guess" to convey uncertainty about the accuracy of their statements.
Using hedges like "to make a long story short" or "as you know" can indicate that a speaker is withholding information, potentially violating the maxim of quantity in communication.
Hedges associated with the maxim of relevance, such as "by the way" and "anyway," signal that the speaker is diverting attention to a topic unrelated to the main discussion.
PREVIOUS STUDIES
In recent years, the term hedging has attracted more and more attention of researchers A considerable amount of researches have examined this issue such as Nivales (2011), Dang (2006), and Fraser (2010)
Typically, Fraser‘s(2010) article review hedging theories since it was introduced In his article, he does not only discuss the development of the term
Hedging has long been recognized as a crucial element of pragmatics, and this article explores its evolution and significance It also outlines various types of hedges, providing clear examples to illustrate their use This resource is invaluable for anyone seeking to understand the brief history of pragmatics and the role of hedging within it.
Yu's (2009) doctoral study is a significant contribution to understanding the pragmatic development of hedging among English as a foreign language learners It explores the application of hedges in both speaking and writing within language learning classes A limitation of the study is its focus on participants across multiple proficiency levels, which hindered the ability to assess development within a single level after the experiment Nonetheless, the study effectively highlights the imbalance between research on language use and language development, emphasizing the need for further investigation into hedging Additionally, it categorizes hedges in a way that provides valuable insights for future research on hedging development.
In Vietnam, hedges are usually studied in the relationship with culture Dang
In 2006, a study focused on the use of hedging in invitation declining to explore the similarities and differences between Vietnamese and American cultures While this research primarily examines language use, it offers valuable insights for teachers on effectively teaching hedging strategies.
Vo's (2011) thesis examines the use of hedges in writing skills, highlighting their functions and the factors that influence non-native speakers' usage This research aids teachers in selecting effective methods for teaching academic writing while helping students avoid critical errors Similarly, Nivales (2011) investigates hedging and boosting devices in academic writing, specifically analyzing their application in the introduction and conclusion sections of college research papers.
Tran's (2012) study investigates the use of hedges among English major students at Thang Long High School by analyzing recorded conversations on specific topics The research calculates and presents common hedges in tables, highlighting students' frequent mistakes in their usage While the article offers valuable insights into popular hedges in English classes, it falls short of exploring their potential for enhancing students' development.
In summary, while hedges and hedging have existed for a long time, there is a lack of prominent scientific studies on their development Most research tends to concentrate on writing skills, overlooking the importance of hedging as a strategy for enhancing oral communicative competence, particularly in speaking Therefore, there is a pressing need for more research that emphasizes the relationship between hedging development and speaking skills.
CHAPTER SUMMARY
This chapter reviews various studies on pragmatics and hedges, analyzing different definitions to identify the most suitable one for the current research Additionally, it outlines three common methods for categorizing hedges as proposed by LoCastro (2003) and Yu.
2009), and Fraser (2010) Yu‘s categorization was chosen as the guiding theory to the study as it provides clear definitions and examples of different types of hedges
This article explores the role of hedges in English language learning, emphasizing their importance in effective communication Clear instruction on hedges is essential in English classes to enhance students' language skills and application of knowledge Additionally, relevant studies are presented to highlight the significance of hedges in language learning.
METHODOLOGY
RESEARCH APPROACH
Our critical review of hedging methods highlights two major approaches: qualitative and quantitative Key studies in the qualitative approach include those by Yu (2009), Haase (2007), Taweel et al (2011), and Vo (2011), while Dang (2006) represents the quantitative perspective Notably, a combined approach is the most frequently adopted in this field For instance, Vo (2011) analyzed a corpus of 15 research papers from fourth-year EFL students at Hue University to examine the use of hedges in English academic writing, quantifying the data in terms of percentage and frequency.
This research utilized a combination of qualitative and quantitative methods to explore EFL teachers' and students' perceptions of hedging in English speaking and its impact on pragmatic competence The study aimed to determine whether instruction focused on hedging can enhance students' pragmatic skills in English communication.
Applying the main topics and grammar points presented in the textbooks
In high school English speaking classes for grades 10, 11, and 12, various hedges can be effectively utilized A qualitative approach is employed to assess teachers' attention to this aspect in their instruction and to evaluate students' understanding of hedge usage Additionally, a quantitative approach is used to determine the percentage of both students and teachers who recognize the significance of hedges in communication.
Besides, experimental designs were used to deal with the process of developing speaking skills of the students through using hedges Pretest and posttest
34 were designed for the beginning and ending of research time, and sample instructions to help students use hedges appropriately were carefully developed.
PARTICIPANTS
The research was conducted at Hai Lang High School in Quang Tri Province, which, despite being large and well-equipped, faces typical limitations of local schools With approximately 1,420 students, many of whom come from rural areas, opportunities for engaging with information technology and participating in English learning forums are limited, resulting in a passive approach to language acquisition However, recent donations from both domestic and international humanitarian organizations have improved learning conditions, and the integration of modern equipment has enhanced the teaching and learning of English at the school.
Due to time and budget constraints, the research was conducted with two classes from grade 10 and two classes from grade 11, with data collected in collaboration with six teachers at Hai Lang High School.
Six English teachers were interviewed regarding their perceptions of hedging and hedges, as well as their approaches to instructing students about these concepts and incorporating them into their classrooms Additionally, the teachers completed questionnaires to provide further insights.
The selected teachers at Hai Lang High School are all female, with ages ranging from 24 to 50, as there are no male teachers at the institution Among them, two are new, having less than two years of teaching experience, while two others have over five years of experience The remaining teachers are the most experienced, each boasting more than ten years in the profession.
Four classes n pairs including two classes at grade 10 and two classes at grade 11 were selected based on the students‘ mark of English subject after the first semester
Students in each pair of classes possess equivalent proficiency levels, having studied English since grade 3, which provides them with a solid foundation in the language.
Students participating in this research are described in table 3.1
All students participated in pretests, post-tests, and questionnaires Two classes were given hedged instructions aimed at enhancing their speaking skills over one month, comprising three dedicated speaking sessions and six sessions that integrated speaking with reading and writing skills.
Eight students who get the best mark in the pre-test were interviewed about using hedges when they practiced speaking English.
DATA COLLECTION METHODS
Experimental research is a potent method for establishing cause-and-effect relationships between variables (Borg & Gall, 2006) It is essential for investigating the learning process (Ross & Morrison, 2004) and serves as a valuable tool for assessing the effectiveness of specific teaching methods and instructional strategies.
This study focused on utilizing hedges to enhance students' speaking skills through an experimental method over the course of one month The research was conducted within a school setting, aiming to assess the development of students' abilities.
36 whose participants are stable classes This means the subjects of this research were not really randomly-assigned and classes with at similar level of English were chosen instead
In this study, four classes were divided into two groups, each consisting of two classes from grades 10 and 11 Both groups participated in pre-tests and post-tests, along with completing questionnaires and interviews However, only one group received targeted treatment, which included hedge instructions focused on practicing speaking skills for over two hours and integrating speaking with reading and writing skills for about 10 minutes across six periods Initially, the English speaking abilities of both groups were expected to be similar, as indicated by their total marks in English after the first semester.
After the treatment, the researcher analyzed the post-test results of the treatment group, comparing them to the pre-test scores to assess any development throughout the experiment Additionally, the results were compared with a control group to demonstrate that the improvements were not solely due to the students' learning efforts over one month, but rather a result of the hedge instructions implemented in the speaking classes Consequently, the treatment group's performance was expected to exceed that of the control group, providing evidence for the effectiveness of using hedges in English speaking instruction.
In the treatment group, hedge instructions were meticulously incorporated into English speaking instruction across nine treatment periods, specifically during the post-stage of listening, writing, or reading lessons when students engaged in speaking practice.
To implement experimental method, hedge instructions were designed based on the textbooks Tieng Anh 10, and Tieng Anh 11
At each grade, 3 units in the textbook were chosen to apply hedge instructions: Unit 13, 14 & 16 _ grade 10, unit 12, 13 & 15 grade 11
For those units, hedges were presented in the textbook along with focused instructions
Pre-test and post-test designing
The pre-test (Appendix 2) assessed students' proficiency in using hedges prior to the experiment, while the post-test (Appendix 2) was administered afterward to measure students' improvement and evaluate the effectiveness of the hedge instruction.
The pre-test and post-test are structured around the material covered in the second semester, focusing on vocabulary and structures from units 8 to 16 The tests emphasize conversations related to daily life and school discussions.
Each test is an uncompleted conversation with 10 blanks that students must complete with their knowledge of hedges The test is simple enough for students to do in 15 minutes
The words in the given conversation are supposed to be very familiar so that the students just have to focus on the hedges that they should use
Questionnaires effectively gauge teachers' and students' perceptions of hedges, enabling the collection of extensive information from individuals across varying proficiency levels in a short time This research tool is particularly suitable for participants who may hesitate to disclose personal information, allowing many students to respond without embarrassment While questionnaires offer numerous advantages, they also have limitations; the data gathered may not fully capture all students' genuine reactions to hedges, as some may imitate their peers when completing the forms.
38 one student may contradict each other The combination of the interview and questionnaire may be helpful to improve those weaknesses
The questionnaire (Appendix 3) aims to gather data to address the initial research question: "What are the perceptions of EFL teachers and students regarding the role of hedging in English speaking and pragmatic competence?" Additionally, it seeks to assess students' needs to determine appropriate instructional strategies and activities that effectively engage them in speaking English.
The questionnaires, designed for high school students, consist of 6 multiple choice questions and 15 items, ensuring simplicity to avoid confusion with complex concepts like hedges These questions assess students' speaking abilities and their understanding of hedges and pragmatic competence Each item is rated on a 4-point scale: 1 for "totally agree," 2 for "agree," 3 for "disagree," and 4 for "strongly disagree." The study will analyze variables such as the mean, minimum, and maximum scores of the 15 items, focusing on four distinct clusters.
1 Teachers‘ and students‘ perceptions of the role of hedges
2 Students‘ ability to speak English and use hedges;
3 How hedges should be taught and used
4 When students should learn hedges 7;10
Questionnaires were delivered to students of both groups that received hedge instructions or not, including 80 students _ in each class, 20 students who were
39 willing to do the questionnaires were chosen, and 6 teachers to find out their perception of using hedges in English speaking classes
The interview is a research tool that has many advantages such as it provides
Immediate feedback, as described by Borg & Gall (1989), is a versatile tool that allows for in-depth exploration of teachers' and students' perceptions of hedges in speaking classes While it effectively identifies specific needs, its limitations include reliance on a small, often hesitant group of participants, which may affect the comprehensiveness of the data collected Despite these challenges, the insights gained can still provide valuable information for understanding the dynamics of communication in educational settings.
Eight top-scoring students and six teachers were interviewed about the concept of 'hedges' through five questions to assess their understanding and awareness of hedges Their responses were recorded and analyzed to identify the most prevalent ideas regarding the use of hedges.
The interview questions outlined in Appendix 4 were crafted to gather supplementary data for the questionnaires Each set comprises five questions aimed at exploring key aspects, including teachers' and students' perceptions of pragmatic competence in English speaking, the role of hedges in enhancing speaking skills, teachers' instructional methods regarding hedges and their effectiveness, challenges faced in teaching and using hedges along with potential solutions, and the specific necessity of hedges for high school students.
To investigate the development of students‘ speaking skill, records of students‘ conversations in front of the class were possessed to accumulate the living evidence of students‘ learning process
Students often feel uncomfortable when their speech is recorded, which can disrupt the flow of conversation To address this, selected conversations were recorded during experiments with the cooperation of willing students In each class, one volunteer pair was recorded for 2 to 3 minutes, depending on their ability to sustain the conversation After each session, the teacher compared the dialogues of the experimental group with those of the control group Despite discussing the same topic and content, notable differences were observed in their conversations.
The study evaluated students' speaking abilities before and after the experiment, focusing on their fluency, the use of hedges, and the contextual application of these hedges.
DATA COLLECTION PROCEDURE
The researcher, in collaboration with the school board and fellow English teachers, selected four appropriate classes for the experiment and data collection To ensure consistency, the researcher facilitated English learning for both groups across the four classes during the experimental periods.
Firstly, to ensure the reliability of the questionnaires, the researcher piloted the questionnaires with 10 volunteer students, including 5 grade 10 students and 5 grade 11 students Table 3.3 shows the result of pilot questionnaires
Table 3.3: The reliability of pilot questionnaires
According to SPSS theory, a Cronbach's Alpha of 0.6 or higher indicates acceptable reliability The analysis revealed a Cronbach's Alpha of 0.716, confirming the reliability of the questionnaires Consequently, the researcher distributed questionnaires to an additional 70 students and reanalyzed the data using SPSS statistical software.
Following the analysis of the pilot questionnaires, minor errors were rectified, and the revised questionnaires were distributed to an additional 70 students to assess their perceptions of hedges Additionally, students completed a 15-minute pre-test to evaluate their proficiency in using hedges To gather further insights for the research questions, interviews were conducted with the eight highest-scoring students and six English teachers from Hai Lang High School.
In the study, the experimental group received additional instructions on hedges and supplementary activities based on pre-test results, while the control group was taught using standard methods Throughout the experimental phase, volunteer students' speeches were recorded during each session.
After a month of treatment involving six hours of instruction, students completed a 15-minute post-test to assess their learning Their papers were graded, and the results were compared to their pre-test scores.
The pretest and posttest were evaluated on a scale of 1 to 10 points, allowing for a clear assessment of students' performance Subsequently, students were categorized into four levels of hedge usage, mirroring the marking scale utilized in high schools.
From the data collected, it can be seen how students have developed their speaking skill The results helped to answer the second research question
The questionnaires include 6 multiple choices questions and one table The data from questionnaires were divided into two types:
The analysis of six multiple-choice questions revealed the most and least frequently selected options The findings were examined to address the initial research question, shedding light on the general perception of hedges and their significance in English speaking classes.
The responses for each item were gathered and entered into the SPSS software database Using SPSS, key statistics from the questionnaires, including the minimum, maximum, and mean values, were analyzed.
The data were categorized into two columns: positive and negative conceptions of hedges By analyzing the mean values, researchers assessed whether students' perceptions leaned towards positivity or negativity.
43 improve the negative conception of hedges were suggested so that teachers of English and students can aware of the role of hedges in English speaking
Data collected from teachers and students were analyzed based on five specified criteria, providing clarity on issues that were not adequately addressed in the questionnaires Their insights regarding the use of hedges served as crucial evidence supporting claims about hedging in communication.
The students' conversations were analyzed meticulously, focusing on their fluency, the appropriateness of hedges used in context, and the dynamics of their interactions The evaluation considered how well students responded to each other and the duration for which they could sustain the conversation without interruptions.
CHAPTER SUMMARY
This chapter outlines the data collection and analysis methods employed in the research The first research question investigates teachers' and students' perceptions of hedges, utilizing data gathered from questionnaires and interviews To address the second question regarding the use of hedges, an experimental approach is implemented to assess the impact of hedge instruction on the development of students' speaking skills Additionally, observation serves as a crucial supporting tool to evaluate the enhancement of students' speaking abilities.
FINDINGS AND DISCUSSION
RESULTS FROM QUESTIONNAIRES
4.1.1 Teachers’ and students’ perceptions of the role of hedges in
Six teachers, differing in age, teaching experience, and methodologies, completed the questionnaires While they largely reached consensus on several aspects, their responses also revealed notable discrepancies at times.
Teachers at local schools with students of medium proficiency emphasize the significance of pragmatic competence in English speaking While classroom interactions often occur in simulated scenarios, it is essential to prepare for real-life communication to ensure that the skills learned are applicable and effective.
Teachers recognize the crucial role of hedges in effective English communication, as indicated by questionnaire results All participants agreed on the importance of understanding hedges, with four fully endorsing their use to help non-native speakers sound more natural They acknowledged that many ESL students struggle to comprehend native speakers due to limited hedge usage Consequently, teachers unanimously agree on the necessity of teaching and incorporating hedges, despite their absence in examination contexts.
While five teachers acknowledged that practicing hedges significantly enhances students' speaking skills, one teacher expressed skepticism There remains uncertainty regarding the effectiveness of hedges in English speaking classrooms Although hedging is recognized as a crucial aspect of communication, it does not necessarily guarantee improved speaking abilities When asked about the importance of hedging, five teachers affirmed its significance, whereas one suggested it is occasionally necessary but can be overlooked in some contexts In contrast, students displayed a range of perspectives on the matter.
% chose ―hedge is an indispensable of a successful communication‖; 36.3 % chose
Hedges play a crucial role in effective communication, with many students acknowledging their occasional necessity while also recognizing that they can be overlooked in certain contexts It is essential for students to understand when and how to appropriately use hedges to enhance clarity and avoid misunderstandings in conversations Developing a solid knowledge of hedges will empower them to navigate various communicative situations more effectively.
Improving speaking skills is a gradual journey that requires various tools, with hedges serving as one effective method for articulating thoughts Utilizing hedges allows students to communicate more naturally, steering clear of mechanical speech However, it's essential to consider other factors that contribute to effective communication as well.
46 fluency and accuracy? Does hedging help to improve all the aspects of students‘ speaking ability? This problem will be discussed in the next parts of this chapter
Learning a foreign language serves various purposes, including passing exams, securing employment, and traveling However, the primary goal of language acquisition is effective communication True mastery of a language is demonstrated through its practical application in real-life situations A survey revealed that 63.8% of students believe pragmatic competence is crucial for English speaking, while 36.2% consider it important Despite this, not all students recognize the significance of hedges and hedging in enhancing their pragmatic skills.
Understanding the importance of hedges in English speaking is essential for students, as recognizing their value enhances effective learning Many students underestimate the significance of hedges, which contributes to varying levels of proficiency in their use during conversations Conversely, some students overlook these crucial linguistic devices altogether Table 4.1 provides clear evidence of students' perceptions regarding the role of hedges in communication.
Table 4.1: Students' perception of the role of hedges
Items N Min Max Mean Std Deviation
3 Knowledge of hedges is very important if one wants to communicate effectively in English 80 1 4 1.64 680
4 Practicing using hedges helps student greatly improved their speaking skill 80 1 4 1.50 729
5 Using hedges help non- native speakers speak more naturally 80 1 4 1.55 634
12 Many ESL students misunderstand native speakers because the limited ability to use hedges
14 Teaching and using hedges to develop students’ pragmatic competence is a waste of time as students do not use them in their examination
Table 4.1 indicates that the mean response for item number 3 is 1.64, suggesting that students generally "agree" with the statement However, the range of responses, from "totally agree" to "totally disagree," highlights variability in opinions Similarly, items 4 and 5 yielded comparable results Overall, a majority of students recognized the importance of understanding hedges for effective communication, noting that hedges enable non-native speakers to sound more natural Consequently, they believe that practicing hedges significantly enhances speaking skills, with most students opposing the notion that teaching hedges in class is a waste of time.
Though the conflict among the answers is not significant as the standard deviation is quite low, only from 0.634 to 0.803, some students totally denied the
Many students at Hai Lang high school believe that hedges are unnecessary for their examinations, which primarily focus on pronunciation, grammar, vocabulary, reading, and sentence writing The standard tests consist of multiple-choice questions for reading and strictly grammatical writing tasks, leaving little room for assessing oral skills, including hedging competence With only one oral examination per semester, students lack opportunities to evaluate their speaking abilities, leading to a reliance on vocabulary learned in class For students in grades 11 and 12, who are overwhelmed by multiple subjects, the emphasis on passing graduation exams makes learning about hedges seem redundant Although hedges are significant in English speaking, many students do not prioritize speaking skills, creating a negative perception that, while affecting only a few, hinders active learning and impacts the overall classroom atmosphere.
Item 12 highlights the varying reactions of students to the absence of hedging competence, with a mean score of 2.37, indicating a tendency towards agreement While most students recognize that insufficient hedging skills can lead to significant misunderstandings between native and non-native speakers, a notable number believe that lacking knowledge of hedges is inconsequential This misconception may stem from a lack of awareness regarding the importance of hedges, potentially leading these students to overlook their use in conversation and consequently make errors.
4.1.2 Students’ ability to speak English and use hedges
When students are asked which skill they learn best, almost all of them choose reading According to Table 4.2, 82.5 % of the students had confidence in
A mere 2.5% of students felt confident enough to choose speaking as their preferred skill, while 49% focused on improving their reading abilities All six teachers surveyed acknowledged that their students excelled in reading Speaking, however, remains one of the most challenging skills for many students, highlighting the need for increased effort in this area Teachers should prioritize helping students achieve a balanced proficiency across all four language skills.
All teachers believed that the majority of their students could speak slowly using simple sentences In fact, 81.2% of the students confirmed their ability to communicate in this manner However, none of the students claimed to speak well or naturally, nor did they utilize advanced linguistic devices.
Table 4.3: How well students can speak – teacher responses
1 speak slowly, using some simple sentences
2 speak quite fluently, using short sentences
Students today face a significant challenge with their speaking abilities, despite being proficient in reading and writing Many can comprehend texts and articulate their thoughts in writing, yet struggle to communicate verbally due to factors like limited vocabulary, lack of communicative strategies, and low self-confidence This disconnect is evident as students often read well but speak slowly or not at all, indicating that their vocabulary is sufficient for reading but their capacity to use language effectively is limited A study revealed that while half of the teachers observed their students using simple hedges, the other half noted that appropriate usage of hedges was rare Additionally, most students acknowledged their limited ability to use hedges, with only 3.8 percent feeling confident in their appropriate use.
Table 4.4: How well students can use hedges _ Students’ response
2 I can use some simple hedges
3 I can rarely use hedges in suitable situation
4 I do not know how to use hedges
Seventeen point five percent of students reported that they do not know how to use hedges, highlighting a significant gap in understanding compared to those who can use them effectively This indicates a pressing need for more targeted instruction on hedges to enhance students' comprehension and proficiency Improving hedging competence will require a gradual and collaborative effort between teachers and students.
RESULTS FROM INTERVIEWING
The study involved interviews with eight students to explore their perceptions of hedges and their learning processes Participants included two grade 10 students from the experimental group, two from the control group, and two grade 11 students from each group Due to the students' limited English proficiency, the researcher allowed them to communicate in Vietnamese, enabling them to express their thoughts more freely.
Six teachers were interviewed, and they expressed similar opinions on various aspects To maintain confidentiality, the researcher assigned numbers to each teacher for easier reference: Teacher 1 is 35 years old.
2 (50 years old), Teacher 3(24 years old) , Teacher 4 (28 years old) , Teacher 5 ( 25 years old), and Teacher 6 ( 29 years old)
4.2.1 Teachers’ and students’ perceptions of the role of pragmatic competence in English speaking
All students totally agreed that hedges play a very important role in communication They think that language knowledge they learn is not enough to communicate in the real life
Student 1 , who is the best students in experimental group grade 10, shared that when she talked to an American who volunteered to come and help the poor
57 students in our school, she said just some single words instead of full long sentences but he grasp her ideas quickly
Like the students, all of the interviewed teachers appreciated the role of pragmatic competence in communication For example, teacher 5 stressed that
―pragmatic competence is very important because it helps student use their language more accurately in real situation so their communication will be more effective.‖
In real communication, the most important thing is how we make other people understand, not the grammar mistakes we make Hence, pragmatic competence is very important to a successful communication
4.2.2 Teachers’ and students’ perceptions of the use of hedges to develop speaking skill
All students thought that hedges are needed when they speak English They agreed that hedges made their conversation more natural and the speakers could understand one another better
Student 6 said that she sometimes used hedges in her English speaking class and she felt that her talk was more natural and fluent
Student 7 added that practicing hedges help her develop her speaking skill as she could learn a number of ways to express one idea and the effect of each way is different
Responding to this issue, all teachers agreed that hedges are important in English speaking, but they have different ideas of how important they are
Teacher 1 and teacher 2 agreed that hedges were rather important Besides, Teacher 1 also added that ―we should use the hedges as frequently as possible in English speaking They will make our conversation more naturally.‖
Teacher 5 said, ―hedges are important when we want to express our ideas, especially when we are not sure about the ideas.‖
Teacher 6 only added a small idea that ―using hedges is very important, especially in English speaking It helps students speak more naturally and fluently‖
Teacher 3 emphasized the importance of hedges, noting that while they play a significant role in certain contexts, they should not be seen as absolute necessities in all situations.
Teacher 4 claimed that it was quite important but not every student could be successful in communicating when using hedges because it was rather difficult to use this device appropriately
All in all, we may use hedges in different situation for different purposes It is really necessary in our communication
4.2.3 Teachers’ instructions on hedges and their effectiveness
All students said that their teacher usually use some models to elicit some simple hedges and that was quite effective to develop their speaking skill
Many teachers utilize models to teach hedges, often prompting students to repeat them For instance, one teacher emphasizes the importance of using hedges while sometimes providing instructions in the students' native language Another teacher prefers to create a context before presenting model dialogues, while yet another teacher offers examples of hedges in relevant situations, encouraging students to incorporate them into their spoken language.
All teachers recommended that the models be straightforward and easy to understand, providing valuable insights for the researcher on how to effectively instruct students on hedges.
4.2.4 The problems when instructing and using hedges and solutions
Three students said that they have got problem when choosing the hedges to use in a scene set by teacher
Student 3 said that she sometimes forgot the words because she did not use them frequently
To solve their problem, students should practice using hedges regularly in various situations Teachers can suggest them some scene to make dialogue using
59 hedges, or students themselves should imagine different cases that they may face in real life
Many teachers observed that students struggled to use hedges appropriately in speaking classes For instance, students in Teacher 4's class only used hedges when prompted, lacking self-awareness in their practice To encourage better usage, she awarded bonus marks for effective speaking Conversely, Teacher 1 faced challenges in conveying instructions in English, opting to use Vietnamese as a solution Teacher 6 highlighted the confusion surrounding hedge usage and instruction, noting the limited opportunities for speaking practice Additionally, Teacher 2's students struggled with vocabulary, which hindered their speaking abilities and prevented them from using hedges effectively.
4.2.5 The necessity of hedges to high school students in particular
Seven students emphasized the importance of effectively using hedges in communication Two of them noted that understanding hedges enhances their ability to comprehend questions and respond appropriately during conversations.
However, one student said that hedges were not really needed because they could not absolutely rule over a conversation whose effectiveness also depended on other different factors
Hedges and various elements influencing a conversation function like bricks in construction; just as each brick is essential for building a house, every factor in a conversation plays a crucial role in ensuring its success.
From the perspective of teachers, hedges are essential for high school students as they enhance communication skills All educators agree that the use of hedges significantly aids students in expressing themselves more effectively Additionally, Teacher 1 expressed a desire for her students to learn to incorporate hedges into their English language use as naturally as they do in Vietnamese.
Hopefully, in the future, students can begin to learn hedges earlier It is better to teach hedges gradually from simple to complex, from little kid to high school students.
RESULTS FROM PRE-TEST AND POST- TEST
This research involved high school students with limited English speaking abilities To avoid discouragement, the pre-test and post-test were designed to be concise, allowing students to complete them within a 15-minute break Prior to testing, the researcher provided a brief 2-minute explanation of the conversation context Students' responses were encouraged to be reasonable and contextually appropriate, with each test consisting of only 10 items Data analysis was conducted using simple tools like Word and Excel due to the limited number of test items.
Table 5: Result of pre-test
Results Control group Experimental group
Students were tasked with completing a dialogue using their own knowledge The vocabulary in the dialogue is designed to be simple and familiar to all students, as it is found in both English 10 and English 11 textbooks.
61 conversation is rather close to students‘ daily life, and the situation was explained carefully to students However, the result of the test is low
Cloze tests in textbooks often require students to fill in blanks with provided words, typically resulting in a single correct answer for each gap In contrast, a new pre-test format challenges students to complete conversations using their own knowledge of hedges, allowing for multiple correct responses This mimics real-life speaking situations, where students must select appropriate words and expressions based on their language skills However, students lacking pragmatic competence struggle to find the right answers, leading to low marks despite their understanding of grammar and structures.
The analysis of students' use of hedges reveals a limited ability, with all participants scoring at a weak level according to the marking scale Notably, 11 students performed better, with Grade 11 achieving higher average and maximum marks than Grade 10 While Grade 11 students demonstrated effectiveness in their responses, Grade 10 students exhibited greater creativity For instance, instead of the common hedge "I think," Grade 10 students provided varied responses such as "I believe," "we suppose," and even complex phrases like "if you want to go with us." Although these answers did not align with the dialogue's content, they highlighted the flexibility and potential of Grade 10 students in English speaking.
Table 4.9: Result of Post-test
Results Control group Experimental group
The post-test results revealed surprising outcomes, particularly after 9 treatment periods that included similar hedge items in lessons Grade 10 students achieved higher marks in the post-test compared to grade 11 students, despite the latter performing better in the pre-test Notably, both grade 10 classes showed significant improvement, with average marks surpassing those of the pre-test Initially categorized as weak in the pre-test, grade 10 students in the control group reached an average level in the post-test, while those in the experimental group attained a credit level with an average score of 6.62 In contrast, grade 11 students in the control group demonstrated minimal progress.
Considering students‘ knowledge of English vocabulary and grammar, grade
While having a strong grasp of grammar can offer several advantages, it may also pose challenges in casual conversations, where participants often use random cues that don't strictly adhere to grammatical rules This was evident in the pre-test results, highlighting the complexities of balancing grammatical knowledge with conversational fluency.
10 students once again showed that they had free thought and creative ideas Grade
11, by contrast, tended to use only simple hedges that they had use in the first test
They repeated the phrase ―I think‖ in many blanks, although the words were acceptable, it made their dialogue full of one monotonous expression
The progress of students following nine treatment sessions, which included three sessions focused on speaking skills and six sessions integrating reading and listening skills with speaking, is illustrated in Figures 4.1 and 4.2.
Figure 4.1: The development of grade 10 students
A comparison of pre-test and post-test results reveals the development of grade 10 students The control group showed an average post-test score increase of 3.22 points, with a minimum rise of 2 points and a maximum increase of 4 points In contrast, the experimental group achieved a 5.41 point increase, with a mean score up by 3 points and a maximum increase of 4 points Both groups demonstrated significant progress in learning English, regardless of whether they received specific instruction on hedges Notably, both classes were taught by the same teacher, ensuring consistency in knowledge delivery; however, the experimental group received explicit instructions on hedges, while the control group learned and utilized them independently.
The experimental group demonstrated a greater improvement in vocabulary acquisition compared to the control group, despite the latter having slightly higher pre-test scores This outcome
Figure 4.2: The development of grade 11 students
Figure 4.2 indicates that students' speaking abilities develop more slowly as they age, with the experimental group's mean test score increasing by only 1.42 points, compared to a 0.52 point increase in the control group Overall, the instruction on hedges had minimal impact on the speaking abilities of grade 10 students, resulting in a gradual improvement.
Students in lower grades can enhance their hedging skills more rapidly To effectively improve high school students' speaking abilities through hedging instruction, it is advisable to start with 10th graders Additionally, early practice with hedges allows students to more readily embrace new concepts and adapt their thinking.
RESULT FROM RECORDED ORAL PERFORMANCE BY STUDENTS64 4.5 CHAPTER SUMMARY
During the treatment, conversations among students were recorded with their consent However, students tended to speak more naturally when not being recorded, as some felt anxious or serious in front of the recording device.
Data collection can provide clear insights into specific aspects of students' learning processes However, due to the fact that not all students consented to be recorded and the potential impact on classroom atmosphere, the researcher opted to record only select representative conversations.
At the start of the treatment, student conversations often began abruptly To address this, both the control and experimental groups were instructed to initiate their discussions more gently While the control group had to independently adapt their approach after observing a teacher model, the experimental group received guidance from the teacher to discover effective hedging techniques, including the use of hesitation as a common hedge to enhance fluency As a result, the control group maintained their initial conversational style, whereas the experimental group exhibited noticeable improvements in their discussions.
A: Where was the fifth world cup held?
A: Which team played in the final match?
A: Which team became the champion?
A: May I ask you some questions?
A: Where and when was the third world cup held?
B: Eh It was held France in 1938
A: So…Which team played in the final match?
B: Well, let me see… er… Italy and Hungary
A: Which team became the champion?
A: So… What was the score of the match?
Students in the experimental group effectively used hedges in their conversations, allowing them to extend discussions longer than those in the control group, whose talks often ended abruptly while searching for answers The experimental group incorporated more expressions and avoided jumping straight to the main content, using hedges to maintain dialogue while thinking In contrast, the control group focused solely on direct answers, leading to interruptions as they consulted their books After one week, students became more accustomed to this conversational style and applied it effectively.
Students have opportunities to revisit familiar structures for expressing their ideas, allowing for regular use Occasionally, their conversations are recorded to analyze their reactions For instance, when asked about the greatest football team of all time, a student might not respond directly.
Students often use hedges like "I think," "I suppose," and "I believe" to express uncertainty or imagination in their responses These phrases are familiar and regularly utilized by students across different groups, enabling them to communicate their thoughts effectively For instance, a student might say, "I think it is Brazil," to indicate their uncertainty about the answer.
A: How could they build the pyramid so high?
B: I think they can build the pyramid so high because they‟re based on the angle and they take a long time
In this case, despite the girl's limited vocabulary and the inexact words she used, she effectively conveyed her ideas and ensured that others understood her message.
A: Hello Hoan, can I ask you some questions?
B: Uhm… (he might not sure that he could answer her questions)… Yes, please
A: How did they transport the stone?
B: Uhm… I think they use magic
A: Errr… thank you (she didn‟t believe his answer )
In the conversation, both students were successful in showing their suspect using hedges and expression in their intonation
Recently, students have been tasked with utilizing more complex hedges, leading to some confusion in their application While the control group maintained a monotonous speaking style, some students in the experimental group quickly adapted to using hedges, whereas others required additional practice to refine their skills The differences in their conversations highlight these varied experiences.
A: What happened on 4 th October 1957?
B: The first artificial satellite made by USSR was launched then
A: What is the meaning of this event?
B: It marked the beginning of space age
A: Hello Hang, what happened on 5 th June 1953?
B: Well, as far as I know…er , the first women made a flight into the space then
B: Well, she was … er… Valentina T
The conversations indicate that the experimental group students demonstrated a greater improvement in their speaking skills compared to those in the control group While the control group maintained a mechanical approach to questioning and answering, the experimental group enriched their responses by incorporating phrases like "really" to express surprise and "as far as I know" to convey uncertainty.
In summary, while the discussions among students primarily revolved around textbook tasks and lacked authenticity, they still had opportunities to practice using hedges with peers, enhancing their speaking skills Following the intervention, students in the experimental group exhibited significant improvements in their speaking abilities, whereas those in the control group showed little change in their conversational style, despite possessing a greater knowledge of vocabulary and structures.
This chapter explores the perceptions of teachers and students regarding the role of hedges in English speaking classes, based on data from questionnaires and interviews While there are varying opinions on hedges, hedging, and pragmatic competence, a consensus emerged that pragmatic competence, particularly hedging, is crucial for effective communication Additionally, the chapter addresses challenges in teaching and learning hedges, offering practical solutions that can enhance the design of interventions aimed at improving students' speaking skills.
The final sections of this chapter present evidence of student development Although the brief treatment period limited significant improvements in speaking skills, we can assert that instruction on hedges has a positive impact on students.