The Discourse in Mrs. Dalloway by Virginia Woolf and Foreign Language Teaching: The Decline of Language Learner Anxiety by the Usage of Hedges, Particular Modals and Adverbs as in the Usage of these Structures in Mrs. Dalloway for a Specific Purpose

An already established way, of which frame is limited by the consensus particular to a specific society or rules activated by the way of thinking of that society, is preferably conducted to achieve a demanded goal instead of applying to possible other ways. Fluidity of languages enables novelists, playwrights, poets, politicians as well as ordinary men to apply to some distinct ways to inject appropriate notions or to explain a tenet to a great mass rather than incline to the ways, which have been known to others. This study draws a parallel between the language Virginia Woolf utilizes in her work Mrs. Dalloway for the purpose of clarifying feminist opinion system and the language used in foreign language classrooms to reduce learner anxiety. Woolf prefers implying her interpretation of the place of women in society with the help of hedges, modals and adverbs rather than explaining it directly. Thanks to the infinite statements in and the flexibility of English Language, Woolf characterizes feminist concept by unresolved and continuous alternations contrary to certain statements used by men. It is known that in the Suggestopedia Method, role-play as a technique of teaching is benefitted to reduce learner anxiety. As Woolf employs hedges, specific models and adverbs in Mrs. Dalloway to explain certain thoughts indirectly, the same structures may be applied to foreign language teaching. For the learners of foreign language in secondary schools, usage of hedges, modals and adverbs indicating that the speaker is not concise in his accounts might lessen the anxiety of learners. In this paper, Woolf's Mrs. Dalloway has been analyzed from the aspect of its discourse, through which Woolf tries to teach women thought system to the audience, under the spectacle of the probability of reducing language learning anxiety by the usage of specific structures which signify possibility such as ‘could’, ‘might’, ‘as far as I know’, ‘perhaps’, ‘nearly’, ‘about’ and etc. as in Mrs. Dalloway. The main purpose of this study is to clarify that the usage of these structures mentioned above help reduce foreign language learner anxiety.