Gender and Language

In this review study, the differences between women and men in language learning and acqusition process are examined from different perspectives as sex-based or gender-based theoretically. Basic definitions related to gender and sex in literature review have been presented and discussed by dealing with the findings of various researches. Afterwards, the studies carried out on sex-based differences have been investigated to explain why males and females think and learn differently. On this direction it is discussed how sex-role sterotyping and gender bias begin and develop. In addition, it is mentioned the relationship between language and gender. Finally in this study the effects of sex and gender on first language acquisition and second language acquisiton are defined.

2013

This study aims to examine the effect of gender on English as a foreign language (EFL) achievement test at the end of RUN2 (Young adults) at ILI (Iran language institute in 2013). In other words, the aim of this study was to determine whether students’ gender can affect learning English as a foreign language or not. Participants of the study were 100 guidance school students (50 males and 50 females) selected from four different classes. The employed procedures were quantitative methods of analysis and making use of descriptive analysis, pair t-test, and the effect size. The results indicated that EFL learning is to some extent related to gender and it has a significant effect on the achievement test. The results of this study help instructors to select their instructional strategies more effectively related to gender of students.

2015

Learners are affected by many factors in the foreign language learning process. The level of cognitive development, socio economic and cultural background, the ability to acquire a language, types of memory system, age and motivation can be expressed as the factors affecting foreign language learning. One particularly interesting factor is gender that runs in parallel with other factors. This factor can affect language use and learning as a result of biological differences between the two sexes .Having gone over a good number of works studied the impact of gender on foreign language learning, the present researchers found out that there were no clear distinction between male and female in learning a foreign language but the way of using a language and strategies used by learners in learning process were applied by them differently. These differences help them become successful in different areas of learning, whether in math, language arts, sciences or others.

2023

Gender differences between male and female language learners have recently attracted the attention of researchers, especially in terms of how these differences impact learning achievements. Hence, this study examines gender differences in language learning without representing a specific sample area or population. It investigates previous studies by extracting the theories applied, sampling methods, data collection methods, and data analysis tools. The findings revealed that most studies employed simple random sampling techniques, and quantitative data collection methods were vastly more common than qualitative methods. Questionnaires and interviews played an important role in data collection, while SPSS was the most used data analysis tool. The findings from previous studies hold divergent views; while some studies agreed that gender does not have a significant impact on learning languages, other studies hold different views and reported that motivation, self-efficacy, cognitive load, and learning styles, among others, could be gender differences between males and females with respect to learning languages. These findings will be beneficial to language teachers and instructors regarding possible techniques to employ to enhance comprehensive and effective learning among both males and females.

2006

ABSTRACT: The purpose of this article is to determine the role of the sex variable in foreign language learning success by reviewing and connecting data gathered from several tests and studies, all of them dealing with boys ’ and girls ’ achievement, attitudes, motivation, opinions and learning strategies as regards foreign languages. In the light of the data analysed, the hypothesis put forward for consideration is that girls ’ achievement in foreign language learning is enhanced by the interaction of neurological, cognitive, affective, social and educational factors. Each factor is activated in a different way for boys and for girls, with the result that girls are equipped with a combined network of variables whose mutual influence is eventually responsible for their success in foreign language learning. Key words: interaction, Foreign Language Learning, sex, stereotypes, variables. RESUMEN: El propósito de este artículo es determinar el papel de la variable del género en el apren...

2021

In this 21st century, human being is not separated with theories about gender and language which has been established from the simultaneous researches with the aim is to see a novelty on that issue. This paper summarizes findings about gender differences in language development, gender differences in language acquisition focusing on male and female brain function in acquiring language in this case English as a foreign language (EFL), gender differences in language comprehension, and gender differences in language production. The implications to teaching and learning further are presented

—The differences between men and women in using language have been studied long time before. This paper mainly discussed the differences from the aspects of pronunciation, intonation, vocabulary, syntax, manners, attitudes, and non-verbal differences in using language between men and women. Besides the differences in various aspects, the paper tries to record the changes of these differences. On the basis of these differences and changes, the paper also tries to make some explanation to these differences and changes.

JEEYAL (The Journal of English Teaching for Young and Adult Learners), 2023

The process of language learning embraces inclusivity, including variations between male and female students in their intelligence towards English as a foreign language, which directly influences their language learning competence. This research investigates the gender-based bias in language learning, with a specific focus on the English language proficiency of secondary school students. It aims to address the gap in our understanding of the relationship between gender identity and English learning outcomes, thereby shedding light on the inclusivity of the language learning process. By analysing written text products of high school students, collected as part of a comprehensive data collection effort, the researchers utilize systemic functional linguistics and feminist stylistics approaches. Through this analysis, they explore the construction of texts and delve into the influence of gender on language structural choices. The findings of this study contribute to our understanding of gender-based variations in language learning and offer insights for developing more equitable language education practices, fostering an inclusive learning environment for all students.

2021

In Viet Nam and many other nations, people tend to make general assumptions about language learning like that “Females are better at language learning than males”, “Languages are females’ subjects”. Those assumptions have caused a negative impression on males about language learning. As a result, there is a remarkable worldwide inequality in the number of male and female English majors. Are females really superior to males in language learning? Do their different ways in language learning play an important role in their success? If the differences in learning methods are said to be responsible, their learning strategies may account for their different level of success in language learning. Those questions inspired the author to determine whether there are any significant differences in learning strategies due to gender. The paper first synthesized previous research to have an overview of learning strategies males tend to prefer and those that females favour. Then, from the awareness...

The paper draws a comparison between female and male students' language learning capabilities in the backdrop of age-old idea that males are better than females in language learning on the one hand, and some recent study findings indicating females' superiority over males on the other. To this end, 43 female and 80 male higher secondary students' 468 answer scripts of their regular English exams were collected. For the traditional question pattern, the collected data could measure only " remembering " and " understanding " of the examinees. Therefore, the students were compared only on the basis of these two lowest levels of Bloom's taxonomy. The participants were of same age, studying at the same level (Grade 11), and were taught by the same teacher. The study finds that if other variables remain the same, there is no essential difference between male and female regarding learning English as a second language. Keywords: female students, male students, learning English as a second language, Bloom's taxonomy, Bangladesh