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Hedging: L2 advanced students before and after a study stay in an English-speaking country
Běhounková, Gabriela ; Šaldová, Pavlína (advisor) ; Raušová, Veronika (referee)
The present thesis focuses on the use of hedging devices in advanced learners of English, and it aims to assess whether their study abroad results in either quantitative or qualitative changes in their use of hedging devices. The theoretical part presents the concept of pragmatic competence, the evolution of the concept of hedging, and the formal and functional frameworks that provide the basis for classification of hedging. Johansen's functional framework is subsequently examined in more detail as it is used as a foundation for the practical part. The practical part relies on the analysis of eight interviews with four advanced learners of English conducted before and after studying abroad in an English-speaking country. The results reveal a number of statistically significant quantitative differences, however, they are not consistent enough to prove study abroad has a considerable impact on one's pragmatic competence. The section focusing on qualitative differences may serve as a springboard for further study of hedging devices in learner English, and research on pragmatic gain within study abroad in general. Keywords: hedging, pragmatics, pragmatic competence, politeness, politeness theory, language acquisition, learner language, study abroad, English
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