Decoding Academic Language: The Symbiotic Relationship Between Boosters, Hedges, and Voice in EAP

This research represents a pioneering endeavor to delineate the intricate relationship between linguistic boosters and hedges in varying voice constructs within the domain of English for Academic Purposes (EAP). Drawing upon a comprehensive corpus of academic English, we systematically investigated the nuanced ways in which these rhetorical devices are deployed across different academic disciplines and authorial backgrounds. A key innovation of our study lies in its novel exploration of how boosters and hedges are utilized distinctly in active and passive voice contexts, a facet of academic language that has been previously overlooked. Our findings reveal significant patterns of usage, highlighting both commonalities and disparities in the application of these linguistic features. The study substantiates the hypothesis that the employment of hedges and boosters is not uniform, but rather subject to variations influenced by voice structures. Moreover, the research underscores the impact of author identity and academic experience on the utilization of these rhetorical elements, contributing valuable insights to the ongoing discourse in academic linguistics. The practical ramifications of this study extend to EAP teaching methodologies, indicating avenues for refining linguistic instruction. In addition, the research lays a foundational basis for future scholarly inquiry into the complex dynamics of language use in academic settings.