This paper examines the impact of gender on hedge usage (linguistic markers of uncertainty) in simultaneous interpretation. The study was conducted among students of the 'Consecutive and Simultaneous Interpretation IV' course at MNU using quantitative methods. Participants interpreted an audio excerpt from English to Russian containing hedging structures. Statistical analysis (t-test and cross-tabulation) revealed no significant differences between male and female students in the total number or typology of hedges used. Personal hedging structures (involving 'I', 'we') dominated for both genders. The study concludes that gender does not significantly impact hedge usage in educational interpretation settings, contradicting previous research that suggested gender differences in hedging patterns.
Yelizaveta Frolova (Sun,) studied this question.