A Functional Analysis of Hedges in Teacher Talk

Xiaoting LI


Teacher talk considerably contributes to teacher-student interaction and the application of hedges in teacher talk can lead to their negotiation of meaning as well as be the samples for students to learn a second language. It is intended to approach hedges from the perspective of three metafunctions under the framework of systemic-functional grammar and reveal how and why hedges can figure in the teacher-student interaction in the classroom context. The registerial characteristics of hedges imply the pedagogical importance concerning teachers’ roles and students’ language proficiency.


Teacher talk; Hedges; Metafunctions

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DOI: http://dx.doi.org/10.3968/8122


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