The study of hedges has been expanding together with more probes into the linguistic phenomenon.The longitudinal study and cross-sectional study of hedges are synchronized,as is demonstrated in the domain of teacher talk in classroom discourse.Teacher talk embedded with hedges is approached from a panorama of different perspectives that can shed light on the negotiation of meaning in teacher-student interaction as well as the procedures of classroom teaching and learning.This paper is intended to sketch out the mainstream of the evolution of the study on hedges in teacher talk and the pedagogical implications.
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