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Figure from:LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING

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Table 5: Students’ Reasons for Working in Groups Students’ Preferences to be Active or Silent in English C lasses — Table 5 Students’ Reasons for Working in Groups Students’ Preferences to be Active or Silent in English C lasses

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These differences on men and women communication may affect expecta- tions for men and women in various fields of life. The different ways of men and women in communication can become a critical point of gender inequality. Because of those differences, men and women are treated differently. In terms of leadership, for example, women may be ignored for high position due to their emotional language. A study in the field of organization had shown that the capability of men and women to be a leader may be affected by the notions of emotional women’s language, which is not suitable for a leader (Mahmud, 2008b, 2009c). Brass (1985:327-343) also confirms that in many organizations, ‘differences in gender may be a surrogate for differences in job function, level in hierarchy, proximity, workgroup composition, numerical balance, and status’. Brass furthermore states that ‘women have not acquired status and in- fluence compatible to that of their male counterparts in organizations. Table 1. Male and Female Style of Communication

Table 2: Students’ Reasons to Feel Reluctant to Speak English with Differ- ent Sex

Table 4. Male Students’ Reasons for Expressing O pinions

Students’ Preferences in Working with Groups

Table 6: Students’ Reasons for being A ctive or Silent

Students’ Perceptions on Strategies to Improve English Dealing with Sex Mahmud, Language and Gender in English Language Teaching 179

Table 7: Students’ Perception on Strategies to Improve English Dealing with sex DISCUSSION

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