Hedging Expressions Task 1: Reducing level of certainty
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hedging expressions
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- Task 2: Toning down the strength of an affirmation
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Hedging Expressions Task 1: Reducing level of certainty Make the following sentences sound less arrogant / strong. 1. These results demonstrate the fundamental nature of … 2. This factor is responsible for the increase in x. 3. Few papers have been published on x. 4. Little is known about this. 5. This is the first time that such results have been reported in the literature.
Mark the following in terms of how strong / weak they sound. (a) Too strong. (b) OK ( i.e. good for the purposes of not appearing too convinced, too certain or arrogant). (c) Too weak. 1. It may be the case that these findings could possibly find an application in … 2. Other researchers may benefit from … 3. Other researchers should use these findings to … 4. Our findings prove that … 5. Our findings suggest that … 6. These findings will certainly be useful for … 7. These findings would seem to suggest that in certain circumstances there might be a possibility to … 8. This would seem to indicate that … 9. To the best of our knowledge this is the first time that … 10. We believe that these results show that … 11. We hope that other researchers will … Task 3: Toning down the strength of an affirmation: Insert appropriate words / phrases into the spaces. More than one word / phrase may be possible for the same space. Words / phrases : although, as far as we know, generally, potentially, likely, possibly, probably, this could / might / may be, we believe that, would appear / seem ______ many authors have investigated how Ph.D. students write papers, (2) ______ this is the first attempt to systematically analyse all the written output (papers, reports, grant proposals, CVs etc.) of such students. The results (3) ______ to demonstrate that students from humanistic fields produce more written work than 1
students from the pure sciences and this is (4) ______ due to the fact humanists are (5) ______ more verbose than pure scientists. Task 4: Proofreading Material One This article examine the experience of transnational teachers of English in government-funded English language teaching programs. The programs recruits, trains, and administers native speakers of English: Hong Kong's Native-speaking English Teachers scheme (NET), the Japan Exchange and Teaching program (JET), the English Program in Korea (EPIK), and Teach and Learn in Korea (TaLK). This article focuses on the relationship between the participation and experiences of native-English speaking teachers and the programs' different policies and institutional structures. The findings demonstrate that these different policies and institutional structures—the program aims, eligibility requirements, policies on salary and benefits —have significant implications for the participation of native-English speaking teachers in these programs. This research focuses on the experiences of these teachers. This research extends our understanding of their involvement in English language teaching in Asia. The study urges us to locate transnationalism and the global spread of English within a much more complex field of social power relations and it calls for more insightful approaches to English language teaching. Material Two Teaching Chinese as a foreign language (CFL) overseas is a cross-cultural activity It imposes new demands on Chinese teachers, as they need to develop an understanding 2
of themselves as Chinese language teachers and of their students in new contexts. Studies were conducted in Australia, US and the UK, and the studies showed that the pedagogical shift from Confucian traditional conceptions to Western assumptions of teaching is challenging for most native Chinese teachers ( Moloney & Xu, 2016 ; Liao, Ruan and Zhang, 2017 ; Ye & Edwards, 2018 ). NS teachers recognized the need to prioritize students' needs and interests in teaching, their beliefs were still vague; they could not formulate specific teaching approaches to teach ( Orton, 2010 ; Wang & Du, 2016 ). Some teachers simply think the success of teaching is due to their personal creativity of designing activities, and they confused entertaining students with engaging them in language learning ( Yue, 2017 ; Zhou & Li, 2015 ). Indeed, teachers bring their own expectations of themselves and their students, and their beliefs are essential in guiding them to adopt teaching approaches. “Only when teachers understand the fundamental distinctions between the two educational cultures, they can fully embrace the core ideas of FL education” in local contexts ( Yue, 2017 , p. 615). Moreover, How teachers think about teaching and learning is the key aspect, and it is discussed in studies of Chinese and Western educational schemas ( Clark-
Gareca & Gui, 2018 ; Jin & Cortazzi, 1996 , 2006
; Wang & Kuo, 2016 ). Exploring Chinese language teachers’ beliefs about themselves and their students enable us to know how to teach and how to learn Chinese as a foreign language in intercultural settings. 3
Material Three The surface textures of product packaging and servingware will definitely impact the perceived taste and mouthfeel of various different foods and beverages. We intend to investigate whether coffee cups that have different surface textures would influence how people judge the taste of coffee and mouthfeel attributes in specialty coffee by experts (Q-graders) and amateur consumers alike. We tested 231 participants in one of the three studies. A preliminary test was conducted at a specialty coffee event in Russia, it indicated that rubbing a swatch of sandpaper whilst drinking coffee influence perceived body and aftertaste qualities. In the two main studies (Experiment 1 for Q-graders, and Experiment 2 for amateurs), the participants evaluated a sample of specialty coffee (a different coffee in each study) served in either a smooth or a rough ceramic cup. Participants rated the coffee by the Q-graders as tasting significantly more acidic when sampled from the rough cup, as opposed to the smooth, the amateurs think the coffee as being significantly sweeter when tasted from the smooth cup rather than from the rough cup instead. Both Q-graders and amateurs judged the aftertaste as significantly dryer when it was tasted from the rough rather than from the smooth cup. The perception of body was not significantly affected in any of the experiments. These results demonstrate that haptic cues influence the judgment of basic tastes as well as mouthfeel attributes in specialty coffee, for both experts and amateur consumers. Such results must be considered by the industry when it designs innovative coatings for coffee cups. In addition to innovation, though, the industry needs to create cups that convey some functional and/or perceptual benefit for the coffee drinking experience. 4
Keys: 1. These results would appear to demonstrate the fundamental nature of … / These results suggest the fundamental nature of … / We believe that these results demonstrate … 2. This factor is likely [US English] responsible for the increase in x. / This factor is likely to be 3. As far as we are aware / To the best of our knowledge, few papers … 4. As far as we are aware / To the best of our knowledge, not much is known about this. 5. We believe that / As far as we are aware / To the best of our knowledge this is the first time that such results have been reported in the literature. (1) c (2) b (3) a – in this context should almost sounds like an obligation (4) a (5) b (6) a (7) c (8) b (9) b (10) b (11) b 1. although 2. we believe that / as far as we know 3. would seem / would appear 4. probably / possibly / likely [US English], this could / might / may be 5. generally / potentially This article examines the experiences of transnational teachers of English in government- funded English language teaching programs, each of which recruits, trains, and administers native speakers of English: Hong Kong's Native-speaking English Teachers scheme (NET), the Japan Exchange and Teaching program (JET), the English Program in Korea (EPIK), and Teach and Learn in Korea (TaLK). It focuses on the relationship between the participation and experiences of native-English speaking teachers and the programs' different policies and institutional structures. The findings demonstrate that these different policies and institutional structures—such as the program aims, eligibility requirements, policies on salary and benefits—have significant implications for the participation of native- English speaking teachers in these programs. This research, with its focus on the experiences of these teachers, extends our understanding of their involvement in English language teaching in Asia. The study urges us to locate transnationalism and the global spread of English within a much more complex field of social power relations and it calls for more insightful approaches to English language teaching. Teaching Chinese as a foreign language (CFL) overseas is a cross-cultural activity that imposes new demands on Chinese teachers who need to develop an understanding of themselves as Chinese language teachers and of their students in new contexts. Studies conducted in Australia, US and the UK showed that the pedagogical shift from Confucian traditional conceptions to Western assumptions of teaching presents a huge challenge for most native Chinese teachers (NS) ( Moloney & Xu, 2016 ; Liao, Ruan and Zhang, 2017 ; Ye
& Edwards, 2018 ). NS teachers recognized the need to prioritize students' needs and interests in teaching, yet their beliefs were still vague; in addition, they could not formulate specific teaching approaches to teach ( Orton, 2010 ; Wang & Du, 2016 ). Some teachers simply attributed the success of teaching to their personal creativity of designing activities, 5
and they confused entertaining students with engaging them in language learning ( Yue,
2017 ; Zhou & Li, 2015 ). Indeed, teachers bring their own expectations of themselves and their students, and their beliefs are essential in guiding them to adopt teaching approaches. “Only when teachers understand the fundamental distinctions between the two educational cultures can they fully embrace the core ideas of FL education” in local contexts ( Yue, 2017 , p. 615). Moreover, teachers' perceptions of teaching and learning are the key aspect discussed in studies of Chinese and Western educational schemas ( Clark-Gareca & Gui, 2018 ;
, 2006
; Wang & Kuo, 2016 ). Exploring Chinese language teachers’ beliefs about themselves and their students could provide insights into how to teach and how to learn Chinese as a foreign language in intercultural settings It has been demonstrated previously that the surface textures of product packaging and servingware can impact the perceived taste and mouthfeel of various different foods and beverages. The present study was designed to investigate whether coffee cups with different surface textures would influence the judgment of taste and mouthfeel attributes in specialty coffee by experts (Q-graders) and amateur consumers alike. A total of 231 participants were tested in one of the three studies. A preliminary test conducted at a specialty coffee event in Russia indicated that rubbing a swatch of sandpaper whilst drinking coffee influenced perceived body and aftertaste qualities. In the two main studies (Experiment 1 for Q- graders, and Experiment 2 for amateurs), the participants evaluated a sample of specialty coffee (a different coffee in each study) served in either a smooth or a rough ceramic cup. The coffee was rated by the Q-graders as tasting significantly more acidic when sampled from the rough cup, as opposed to the smooth, whereas the amateurs perceived the coffee as being significantly sweeter when tasted from the smooth cup rather than from the rough cup instead. Both Q-graders and amateurs judged the aftertaste as significantly dryer when tasted from the rough rather than from the smooth cup. The perception of body was not significantly affected in any of the experiments. These results demonstrate that haptic cues influence the judgment of basic tastes as well as mouthfeel attributes in specialty coffee, for both experts and amateur consumers. Such results should be considered by the industry when designing innovative coatings for coffee cups. In addition to innovation, though, it is important to create cups that convey some functional and/or perceptual benefit for the coffee drinking experience. 6 Download 95.34 Kb. Do'stlaringiz bilan baham: 
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