Most empirically based studies of gender differences in language usage have suggested that women and men have different sets of norms for interaction. The aim of this investigation is to study some gender-related differences in both single-sex and mixed-sex classroom conversations. The assumption is that knowing the extent to which gender affects L2 learning and teaching may provide EFL teachers with insights that can help them make language learning more effective. Viewed from this perspective, it follows that gender differences may have implications for L2 teaching, learning, and assessment.
Contents
Introduction
Review of the Literature
1. Language and Gender: Gender Theory
1.1. The dominance approach
1.2. The difference approach
1.3. The community of practice approach
The study
1. Methodology of data collection and analysis
2. Findings
2.1. All-female discussion
2.2. All -male discussion
2.3. Mixed- gender discussion:
3. Implications
4. Limitations
Conclusion
References
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Upload your own papers! Earn money and win an iPhone X. -
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Upload your own papers! Earn money and win an iPhone X. -
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Upload your own papers! Earn money and win an iPhone X. -
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Upload your own papers! Earn money and win an iPhone X.