Hedging like a professional: A corpus-driven approach to interactional metadiscourse in English learner academic writing

Abstrakt

The paper explores the phraseology of English L2 academic texts written by Czech university students in comparison with English L1 novice and expert academic writing, aiming to find out how and to what extent the three groups of writers employ interactional metadiscourse in their essays and papers.

Klíčová slova

• learner corpus research
• metadiscourse
• hedge
• booster
• lexical bundles