Dissertations / Theses on the topic 'English language Australia Sex differences'
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1
Ng, Sau-ling, and 吳秀玲. "Gender differences in learning English writing in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45151891.
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De, Klerk Vivian Anne. "An investigation into the language of English-speaking adolescents, with particular reference to sex, age and type of school." Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23092.
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Pang, Tsz-yin, and 彭紫妍. "An investigation into gender and motivation regarding English language acquisition in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206575.
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Although the status of Putonghua is perceived to be on the rise progressively in post-colonial Hong Kong, the tremendous social prestige enjoyed by English language is still dominating this city, which resulted in educationalists’ attention on students’ achievements in English language, especially after female students were found to out-compete their male counterparts in English studies for years. In order to yield more reference for educationalists concerning this phenomenon, a newly developed approach, namely the Motivational Self System Model (Dörnyei, 2009), was adopted to investigate the gender differences regarding secondary school students’ motivation and their English achievements in Hong Kong. 30 male and 30 female freshmen studying in various departments in the University of Hong Kong participated in this study. Their level of motivation in English learning was measured through a questionnaire consisted of 30 questions scored on a 7-point Likert scale. Interviews were conducted afterwards to generate qualitative data so as to assist quantitative analysis. By using independent sample t-test, Pearson correlation test and one-way analysis of variance (ANOVA), it was found that female respondents showed higher levels of language learning experience than male respondents, but learners’ English achievements were only positively correlated to their levels of ideal self. The relationship of gender, motivation and English achievement was therefore re-examined. It was discovered that Arts students tended to out-perform their Science peers in English studies. Meanwhile, male and female learners were found to dominate Science stream and Arts stream respectively owing to the social facet of their ideal selves. As a result, the gender differences regarding secondary school students’ English achievements were highly likely to be originated from males’ domination in Science stream and that of females in Arts stream. This brought about pedagogical implications for educators, in that more resources should be reallocated for Science students regarding English learning.published_or_final_version
Linguistics
Master
Master of Arts
4
Lu, Hangyan, and 卢杭艳. "Doing gender in reading English as a second language: a multi-case study across China and Sweden." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B47752907.
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This thesis reports a cross-cultural study that investigated the ways Chinese and
Swedish college students do gender in their experiences of reading English as a
second language. The concept “doing gender in reading” in this study derives from
the view of reading as a social practice that leads to gendered identities construction.
Previous studies, which mostly found that girls outperformed boys in reading
achievement, created a linear relationship between gender and achievement. This
study, informed by social theories of literacy (Gee, 2008; Street, 1984; Kress, 2010)
and poststructuralist theories of gender (Weedon, 1997; Butler, 1990), explored how
socially-constituted gendered ideologies might be instantiated and negotiated in
college students’ experiences of reading English as a second language. It gave
particular attention to diversity within and between genders and to the dynamics of
students’ socio-culturally mediated reading practices. The study was guided by the
following sub-questions:
(a) What gender-specific ideologies can be identified in Chinese and Swedish
college students’ narratives of reading English as a second language?
(b) How do Chinese and Swedish college students act in relation to gender-specific
ideologies in their everyday English reading practices?
The study was conducted with a qualitative approach of narrative inquiry. Focal
informants were four Chinese students and four Swedish students enrolled in English
teacher education programs in their home countries. Data were collected over a sixmonth
period with techniques of student journal writing, interviews, focus groups,
and ethnographic observations. Baxter’s (2003) feminist poststructuralist discourse
analysis framed and guided data analysis.
The study found three recurrent English reading practices across cases that led to
gendered identities construction. These were: making investment in English reading;
adopting the strategy of reading English alone; and choosing English reading
materials in relation to teachers. Overarching ideologies that shaped these practices
included perceptions of reading as a more female-appropriate activity, male readers
as independent readers who could solve problems on their own, and female readers
as emotional readers who are sensitive to their relation with others. Informants’
actions in relation to these gender-specific ideologies fell into two major categories:
conformance and resistance. Findings suggested that female informants seemed to be
more ready to resist these ideologies whereas males tended to comply. Swedish
informants seemed to demonstrate more awareness of and readiness to resist
gendered ideologies compared to Chinese informants.
The findings from this study imply that gendered ideologies can have both
facilitating and debilitating effects on students’ reading experiences. Therefore,
language teachers should develop a critical consciousness of gendered ideologies and
how they relate to their students in specific contexts. In response to prevailing socioculturally
constituted and power-laden ideologies, the study proposes a new
perspective from which to interpret gender and reading English as a second language
across cultures. Such a contribution adds momentum to the paradigm shift from
essentialism to poststructuralism in second language acquisition that purports that
gender is more than an identity label.published_or_final_version
Education
Doctoral
Doctor of Philosophy
5
Eriksson, Rebecca. "Differences in Applying the Terms “Sex” and “Gender” Across Scientific Authors Active in English and Non-English Speaking Countries." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184141.
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The aim of this present study was to examine whether scientific authors active in English-speaking countries differ from those in non-English-speaking countries in their use of the terms ‘sex’ and ‘gender’. Based on earlier science, findings have shown that the first language (L1) and second language (L2) differ in the neural processes of the brain and working memory. Research has also shown that women tend to communicate in a more polite and involved manner compared to men. Based on such findings, we compare authors’ tendency to use the terms sex and gender correctly, as a function of their sex and whether they were affiliated to a country with English as first language (EFL) or English as second language (ESL). The hypothesises of this study were (1) scientists affiliated to universities located in EFL countries are more likely to use the terms sex and gender correctly, compared to scientists affiliated to universities in ESL countries, and (2) female scientists are more likely to use the term gender, when they are actually referring to sex, than male scientists and are also less likely to use the term sex when they are referring to gender, compared to male scientists. Results supported the first but not the second hypothesis. Further results are analyzed and discussed based on theories from cognitive science.Syftet med denna studie var att undersöka om vetenskapliga författare som är verksamma i engelsktalande länder skiljer sig från dem i icke-engelsktalande länder när det gäller att använda de engelska termerna ”sex” och ”gender”. Baserat på tidigare vetenskap har fynd visat att första språket (L1) och andraspråket (L2) skiljer sig åt i arbetsminne och hjärnans neurala processer. Forskning har också visat att kvinnor tenderar att kommunicera på ett mer artigt och involverat sätt jämfört med män. Baserat på sådana resultat jämför vi författarnas tendens att använda termerna kön och kön korrekt, som en funktion av deras kön och om de var affilierade till ett land med engelska som första språk (EFL) eller engelska som andraspråk (ESL). Hypoteser i denna studie var (1) forskare som är anslutna till universitet i EFL-länder är mer benägna att använda termerna kön och kön korrekt, jämfört med forskare som är anslutna till universitet i ESL-länder, och (2) kvinnliga forskare är mer benägna att använda begreppet gender, när de faktiskt menar sex, än manliga forskare och är också mindre benägna att använda termen sex när de menar gender, jämfört med manliga forskare. Resultaten stödde den första men inte den andra hypotesen. Ytterligare resultat analyseras och diskuteras utifrån teorier från kognitionsvetenskap.
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Wong, Kuen Kolya, and 黃娟. "The influence of gender on the use of hedges by Cantonese speakers in English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36877682.
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Mirahayuni, Ni Ketut School of Modern Language Studies UNSW. "Investigating textual structure in native and non-native English research articles : strategy differences between English and Indonesian writers." Awarded by:University of New South Wales. School of Modern Language Studies, 2002. http://handle.unsw.edu.au/1959.4/19068.
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Research into English research articles (RAs) has largely been focused on articles produced by native English writers. This thesis aims to investigate the textual structure of research articles written by non-native English writers, which may contribute to their acceptance for international publication. A comparison is made between RAs written by native English speakers, Indonesian writers writing in English, and Indonesian writers writing in Indonesian, all in the field of Language and Language Teaching. It explores the relation of text's generic structure, context and linguistic realization. The thesis develops a framework for the generic structure analysis based on Swales' CARS model of moves. A complementary analysis using Systemic-Functional Linguistics' (SFL) approach to texture, namely, text's method of development and structure of information, is conducted to further reveal the textual strategies of the different groups. The findings indicate significant differences in both forms and functions of textual strategies between the native and non-native texts. The differences may partly be due to the influence of writing practices in the non-native writers' first language and partly to the writer's attempt to find an appropriate format in the absence of well-established research writing conventions in the first language. Consequently, non-native English texts may show textual features and organising strategies unfamiliar to both the native English and native Indonesian texts. Findings from the research highlight two issues. First, formal and functional differences of generic structure elements and their realizations between the native and non-native English texts may disadvantage the non-native writers, particularly with regards to employment of unfamiliar organizational strategies. Second, besides knowledge of formal generic structure, more importantly, non-native English writers need to acquire the knowledge of the nature of scientific writing in English in order to achieve full control of the writing process and thus produce successful writing. The implications for further research and the teaching of academic writing are discussed.
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Bailey, Lucille Marie. "Sex-marked language differences : a linguistic analysis of lexicon and syntax in the female and male dialogue in the eight original plays of Lillian Hellman." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776720.
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A randomly-selected sample of 31,115 words taken from the eight original plays of Lillian Hellman was analyzed on the basis of female and male dialogue. Lexical classes--verbs, adjectives, adverbs, and pronouns--were examined by studying terms described by other researchers, especially Mary P. Hiatt, as belonging to generally "feminine" or "masculine" categories. In these classes, differences were statistically significant based on gender in two areas.Adjective figures that took into account type 1) of adjective, 2) of referent, and 3) of speaker showed statistical significance. This was true only for the "feminine" adjectives, especially as used by female speakers for female referents. Pronouns were distributed through the plays and used by the genders of speakers at significant levels of difference. A connection was evidenced between each gender of speaker and the gender of pronouns used, a strong relationship that also showed significance by play.Areas of syntax studied were emphasis, communication unit length, and clause structure. Markings of emphasis were significant by gender, female characters having both more instances and more marked words. Length evidenced no difference, likely because of requirements of the dramatic setting. The study of clause structure showed that female characters were given more whole sentences and more coordination at significant levels.Each area studied was analyzed for statistical significance. Hiatt's results were also statisticaly calculated and reported. Significance was based on chi-square calculations, at a level of p < .05 for rejecting null hypotheses. In addition to an axis based on gender, figures were also computed for specific plays.Applying the categories to individual plays and characters showed Hellman"s use of these strategies to define personality. For instance, with adjectives and emphasis, types more often given to female characters were also given in comparatively large number to themen in the Hubbard plays (The Little Foxes, and Another Part of the Forest), thereby marking them as unusual and adding to their characterization.Department of English
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Ravel, Edeet. "The application of biblical laws to women by the Rabbis of the Tannaitic period." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39322.
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In Hebrew, as in English, the masculine form takes precedence over the feminine, and consequently many masculine terms can serve both generic and sex-specific functions. Almost all biblical laws, whether formulated in the imperative or in the third person, appear in singular or plural masculine form, and therefore present a major difficulty in terms of gender interpretation. The position of women in the legal covenant is thus rendered highly ambiguous.The tannaitic sages, Jewish biblical exegetes of the first post-Christian centuries, were acutely aware of the problem and wrote numerous midrashim which interpreted ambiguous terms of gender in the biblical legal corpus. They determined the extent to which the various gender references referred to women.
These interpretations have been almost totally neglected in modern biblical and rabbinic scholarship, and are here collated and carefully analyzed for the first time. It is shown that though the sages operated within an ideological framework, their exegetical procedures played a major role in their legislation.
10
Shaw, Dara Gay. "Cross-cultural gender dynamics in classroom interaction the adult ESOL classroom /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1811.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains xx, 401, 2 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 263-275).
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Itakura, Hiroko. "Dominance in L1 and L2 conversation : a study of Japanese male and female learners of English /." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20540693.
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Riddell, Jeannette Linda. "Equalizing the composition classroom: A look at who and what we overlook and strategies for change." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/786.
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Woo, Ka-hei Michelle, and 胡嘉熙. "An analysis of gender and discourse with reference to data from the Hong Kong International Corpus of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31952495.
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Yeung, Cheuk-yu, and 楊綽茹. "The representation of gender in junior secondary ELT textbooks in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193558.
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It is argued that the gender bias in textbooks can influence students’ development of values and attitudes (e.g. Lee & Collins, 2008, 2010; Sunderland, 1997; Yang, 2011). Despite continuous improvement, gender stereotyping was found in previous studies in different parts of the world (e.g. Evans & Davies, 2000; Lee & Collins, 2008). The aim of the present study is to analyse the gender representation in the ELT textbooks used by junior secondary students in Hong Kong. The content, language and illustrations of two sets of ELT textbooks were examined. Improvements of gender representation were found as compared with the results in previous studies. The findings show a more balanced representation of males and females in terms of their visibility in both texts and illustrations. Females no longer dominate domestic settings and they no longer speak less in an inferior status. However, gender bias of different forms was still found. Females still play a wider range of domestic roles and a narrower range of social roles. There is also a tendency for females to be mentioned after males when two nouns were paired for gender. It was also found that texts and illustrations are good partners in building up gender bias because they supplement and reinforce the gender bias shown in each other. In addition, new strategies of using unisex names and pseudonyms for avoiding gender imbalance in language were found.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
15
Mann, Lisa Sybil. "The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5085.
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Because teacher I student interactions provide opportunities for correction and comprehensible input, a major component of successful language learning, equitable distribution of teacher I student interactions in the language classroom is an important element for the success of all second language students. The purpose of the present study was to determine whether differences in teacher I student interactions based on student gender occurred in four college English as a Second Language instructors' classrooms. The role of instructor gender and student ethnicity in teacher I student interaction content and frequency were also examined. Informal interviews were designed to determine the instructors' awareness of their classroom behaviors as they relate to equality in teacher I student interactions. The subjects in this study were two male and two female ESL instructors and their students from two private Portland area universities. Interaction frequency data were collected using a seating chart instrument which placed interactions into three categories. Interaction content was determined through the use of a modified Equivalent Talk Category Classroom Interaction Inventory (ETC) (developed by Bentley and Miller, 1971) which classified the interactions into eight separate categories. All data were analyzed using a factorial ANOV A for which the mean behaviors per fifty minute observation acted as the dependent variable and student gender, student ethnicity, instructor gender, and category type served as the independent variables. The analysis revealed that one male and one female instructor interacted significantly more frequently with their male students than they did with their female students and one female instructor interacted significantly more frequently with her female students. Student ethnicity was a major contributor to the disparity in interactions in both classrooms in which males interacted more than females. Middle Eastern and African male students were found to interact with their instructor significantly more frequently than Asian male students. No difference in interaction content was found in interactions between instructors and their male and female students. Instructor interviews revealed that all instructors believed they used a variety of methods to ensure interaction equality in their classrooms indicating that they were not aware of the differences in interaction frequencies which were discovered.
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Skoglund, Jeanette. "Gender Difference in Role-Play : Male and Female Character Language in World of Warcraft." Thesis, Mid Sweden University, Department of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-8531.
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In this essay, I have investigated whether players of World of Warcraft change their language to suit the gender of the character they play. I have researched if there are gender differences that correspond to what is defined as male and female language in mixed-sex conversations. Chat-logs, collected during four participant observations, were used for making an analysis based primarily on research by Coates (1993) and Yale (2007). Seven features were selected for analysis: amount of participation, hedges, questions, directives and commands, taboo language, compliments and grammar. It was possible to discover gender differences, but these were not consistent in all areas of research. For example, female characters had a higher contribution than males, as well as a higher use of hedges and tag-questions among males, which contradicts previous research. The lack of consistency might be due to the fact that the participants do not specifically consider all areas as typically female or male, or their unawareness of these tendencies. We also need to consider disagreement in previous gender studies as well as folklinguistic belief. The explanation of the lack of consistent differences may be a more equal relationship between males and females in this context, or due to thepossibility that the participants, who are usually male, make use of their normal male language.
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Becker, Charity Dawn. "Constructing the mother-tongue, language in the poetry of Dionne Brand, Claire Harris, and Marlene Nourbese Philip." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0016/MQ54604.pdf.
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Vermaak, Rachelle. "Taalseksisme in die leksikon : met spesifieke verwysing na Afrikaans." Thesis, 2015. http://hdl.handle.net/10210/13412.
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M.A. (Afrikaans)The women's liberation movement, which had its origins in the seventies, produced a number of intellectuals who have been actively campaigning for the eradication of sexism in especially the American society ever since. In terms of this movement, language is deemed to provide the very paradigm within which gender inequality is set to flourish unchecked. One of the principal aims of the movement is, therefore, to eliminate all grammatical forms in terms of which women, trapped in a traditionally male-dominated world, are being ignored, slighted, degraded and stereotyped. Soon, several publishers started introducing and organising women's study series and workshops on sexism at conferences on language and sociology. In the wake of that, a great number of publications, in which language inequalities are scientifically described, have appeared already. In addition, many articles and books were published in which guide-lines were laid down for the avoidance of sexist lexical items in the English language, which has since gained the unfortunate distinction of being labelled the most sexist language. The emphasis in the present study will, however, not fall on the ideology underlying the women's liberation movement, but on the many publications on language sexisms that had been prompted by it. Language planning and change naturally play a crucial part in all publicatlons on language sexisms. The general sociolinguistic supposition about language change is that it is prompted by change in the social structure of a society. The advocates of the development of a non-sexist language, however, appeal to the Whorf hypothesis, in terms of which the language structure of a society is deemed to reflect and facilitate its world view. According to the champions of the said hypothesis, however, the reverse of this argument should also hold good, namely that a change in the language structure of a society should bring about an inevitable change in its world view. On the strength of the latter hypothesis, alternatives are suggested for all sexist lexical items, so that v the new-found non-sexist language could help society to create a non-sexist social structure. A definition of the term language sexism has been formulated in the present study, based on the conclusions reached in research articles. The conclusion drawn is that the term sexism could only be applied in respect of language usage relating to women. Although feminists have even coined such phrases as male chauvinist pig, the literature that was taken into study (with the possible exception of that generated by Hauptfleisch, 1989), made no mention whatsoever of the possibility that male terms' could also be considered sexist. Current research projects and existing publications on language sexisms are mainly in English. With the exception of Liebenberg (1976), the few existing research studies in Afrikaans deal with specific topics, such as sexisms in translation practice or teaching material. In the present study, however, the researcher has endeavoured to describe the specific nature of those sexisms found in the Afrikaans lexicon.
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""Poor boys"? --gendered learning experience in the English subject in Hong Kong." 2009. http://library.cuhk.edu.hk/record=b5896561.
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Lui, Wai Shan.Thesis (M.Phil.)--Chinese University of Hong Kong, 2009.
Includes bibliographical references (leaves 150-155).
Abstract also in Chinese.
Title --- p.i
Abstract --- p.iii
論文摘要 --- p.iii
Acknowledgments --- p.iv
Table of Contents --- p.v
Chapter Section One: --- "The Research Question, theoretical context and methodological considerations"
Chapter Chapter One --- The ´بLanguage Education' Question --- p.1
Chapter 1.1 --- Introduction: The Gendered Achievement Gap in English --- p.1
Chapter 1.2 --- The Research roblematic --- p.6
Chapter 1.3 --- Form One Students in a Band One EMI Working Class School in Hong Kong --- p.8
Chapter Chapter Two --- Gender and English as a Second/Foreign Language Education Studies in Contexts
Chapter 2.1 --- Theoretical Contexts: From Male Dominated Subjects to Female Dominated Subjects --- p.16
Chapter 2.2 --- Borrowing Frameworks from Gender and Mathematics and Science Education Studies --- p.26
Chapter 2.3 --- Research Questions --- p.33
Chapter 2.4 --- Structure of this Report --- p.37
Chapter Chapter Three --- Making the Familiar Strange --- p.40
Chapter 3.1 --- Ethnography at Home: Tension and Inspiration with Personal Experience --- p.40
Chapter 3.2 --- Multiple Identities and Old and New ower Relations --- p.53
Chapter 3.3 --- Qualitative Analysis and Writing --- p.61
Chapter Section Two: --- Findings and Analysis
Chapter Chapter Four --- Students´ة Perception of English: An “Inferior´ح and “Feminine´ح Subject --- p.66
Chapter 4.1 --- The Funny but Boring English Lessons (and the Boring but Interesting Mathematics Lessons) --- p.66
Chapter 4.2 --- Hierarchy of Academic Subjects --- p.86
Chapter 4.3 --- "Authority and Masculinity of ""Objective"" Knowledge" --- p.90
Chapter 4.4 --- The Making (or the Unsuccessful Making) of Objective Academic Subjects --- p.95
Chapter 4.5 --- Conclusion: The Valuable but Inferior Subject --- p.103
Chapter Chapter Five --- Learning as Identity Construction: The Case of English --- p.105
Chapter 5.1 --- "Achiever by Instrumental Rationality: Jackson, the ""Career Plan´ح Boy" --- p.105
Chapter 5.2 --- "Achiever by Feminine ersona Over-acted: Ricky, the ""Maria"" boy" --- p.109
Chapter 5.3 --- A Communal Activity: Girls as a Group --- p.117
Chapter 5.4 --- Conclusion: Interplay between Gender Identity and Learner Identity --- p.119
Chapter Chapter Six --- Being in a Colonized World: Students´ة Social Struggles over English Learning --- p.121
Chapter 6.1 --- Middle Class Normative Ideal and Working Class Struggle --- p.121
Chapter 6.2 --- Anxiety over EMI Identity --- p.126
Chapter 6.3 --- L2 Learners´ة Sense of Ownership --- p.129
Chapter 6.4 --- Value of L1 Resource --- p.133
Chapter 6.5 --- Overpowering Colonialism through the Power of Masculinity --- p.135
Chapter 6.6 --- Conclusion: Deficiency Model of the Colonized --- p.139
Chapter Section Three: --- Conclusion
Chapter Chapter Seven --- The Complexity of the ´بLanguage Education，Question in Feminism --- p.141
Appendix: Interview and Observation Guide --- p.148
References --- p.150
20
"Sex differences in English learning in junior secondary school in Hong Kong." Thesis, 2006. http://library.cuhk.edu.hk/record=b6074218.
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Female students are found to have much higher English achievement and most of the learning process parameters, including Formal Motivation Intensity, opinion on MOI (medium of instruction) in English lessons, attitude of interest, attitude of essential, attitude towards bilingualism, motivation for learning English, Instrumental Orientation and Communicative Orientation.Girls out-performed boys in reading at the age of 15 in all 43 countries included in a credible study by the Organization for Economic Cooperation and Development (OECD) and UNESCO. Male underachievement generally alarms educators. In Hong Kong, proficiency in English language more or less assures a better future, higher academic path and job security. Is there any sex difference in English language achievement in secondary three? If so, what are the factors and causes in the learning process responsible for this difference?
In accordance with the above findings, it is suggested that more effort should be put to stimulate boys to establish their learning goals, to arouse their interest and develop positive attitudes towards learning English; to activate their intrinsic motivation for learning English. Interventions at policy level are needed.
In the causal relations between English achievement and learning process parameters, female and male students show significant differences. The causal path from Motivation to S3 English Achievement is 0.43 (t-value = 34.52) in females and 0.37 (t-value = 28.65) in males. It means when controlling Motivation, females can have higher achievement in S3 English. The causal path from Instrumental Orientation to Motivation is 0.67 (t-value=31.80) in females and 0.79 (t-value=29.33) in males. The causal path from Communicative Orientation to Motivation is 0.40 (t-value=20.32) in females and 0.27 (t-value=10.72) in males. It also means that when controlling Instrumental Orientation, male students can have higher Motivation of learning English. If Communicative Orientation is controlled, female students can have higher Motivation of learning English.
The present study aims at exploring the sex differences in English learning achievement, and in the learning process parameters in secondary 3. Gardner's socio-educational model serves as the theoretical model for multi-causal path analysis. The English learning achievement is related to motivation and then to learning orientations. According to local researches about English learning, Instrumental Orientation is added to Gardner's model for multi-group comparison.
The total effect from Instrumental Orientation to S3 English achievement is 0.13 (t-value=11.69) in females and 0.05 (t-value=4.24) in males. Total effect from Communicative Orientation to S3 English achievement is 0.08 (t-value=9.68) in females, and 0.02 (t-value=3.87) in males.
Fung Kam Yin.
"November 2006."
Adviser: Tsang Wing Kwong.
Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3277.
Thesis (Ed.D.)--Chinese University of Hong Kong, 2006.
Includes bibliographical references (p. 357-378).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract in English and Chinese.
School code: 1307.
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Schmidt-Fajlik, Ronald. "Interpersonal competence in the learning of the English language." Thesis, 2013. http://hdl.handle.net/10500/14498.
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Current practice in language teaching based on communicative approaches emphasizes the development of language skills. Opportunities are created for students to develop their language skills through social interaction based on pair and group work. Such interaction requires the use of interpersonal skills. If students do not feel confident about their interpersonal skills, they may be reluctant to take part in communicative activities, which require social interaction. Interpersonal skills are also important if students are to use their language skills in real life situations effectively and confidently. Gender and cultural differences related to interpersonal communication may have an impact on how successful students learn a foreign language.
The study explores student confidence in interpersonal skills, the role that gender may play in interpersonal relationships, and also in fostering cultural activities that are aimed at the development of interpersonal communication. Such relationships have potential implications on the teaching of a foreign language in the classroom situation. This research was conducted at a Japanese university where the researcher is a lecturer and had full access to all the resources he needed. The same research was also conducted at Chinese, Russian, and Ghanaian universities, as well as at an international school in Saudi Arabia. Data was collected using questionnaires. The study employed both quantitative and qualitative methods in order to gain an in-depth understanding of the problem, and to probe the issues involved more extensively. Quantitative data was collected by means of a questionnaire that consisted of multiple-choice questions. Qualitative data was gathered by means of open-ended questions. Questionnaire results were analyzed using both descriptive and inferential statistics.
The research findings indicate that some students may lack confidence in social situations where the use of interpersonal skills is neglected. This research also found that females may be more comfortable and adept in interpersonal exchanges owing to some biological and cultural reasons. Findings also indicate that cultural differences that impact on interpersonal communication situations did not entirely support the findings from the literature review, particularly concerning the use of nonverbal communication by Japanese students. Recommendations based on research findings, are given concerning the development of interpersonal skills.Educational Studies
D. Ed. (Didactics and Curriculum Studies)
22
Rousseau, Riana. "Teaching English as a second or foreign language to adults in Qatar: exploring gender differences in language acquistion." Thesis, 2014. http://hdl.handle.net/10500/14500.
Full textAbstract:
This study was conducted to explore gender differences in language acquisition of adult male and female learners in Qatar. With globalization, English is no longer exclusively being used by the traditional English-speaking world only. It has become the international communicative language, used for commerce and trade, as well as the social media. For these reasons, many learners in Qatar attend an English language centre to acquire the necessary skills to become more fluent in the language. Both male and female learners enter the classroom with a wealth of life experiences, but just unable to communicate effectively in the target language. Therefore, teaching English to adult males and females from different nationalities, including the local Qatari population, should never been considered in isolation. The gender differences in language acquisition of these learners have to be acknowledged, taking their cognitive styles, motivation towards learning, strategies employed, anxieties experienced and the teaching practices into account.
English language lecturers have a responsibility to be knowledgeable on the subject they teach, as well as possess the necessary skills to best educate these learners. In this situation, adult language learners do however, also have to accept responsibility for their own actions and seek out every opportunity to acquire English.Educational Studies
D. Phil. (Adult Educatiion)
23
Boakye, Naomi Adjoa. "Gender aspects of vague language use : formal and informal contexts." Thesis, 2007. http://hdl.handle.net/10500/527.
Full textAbstract:
Following recently increased interest in research on gender, the thesis seeks to supplement current research by investigating language and gender. Specifically, it explores the influence of gender on the use of vague expressions within the formal context of departmental meetings. Respondents' TM perceptions of vague language use in the form of responses to a questionnaire were also collected and analysed.
The study revealed gender differences as regards vague language use. Women used more vague expressions than their male colleagues. Males and females displayed preferences for certain vague expressions an indication of gender construction. For instance, the men used more vague additives, whereas the females made use of more hedges in their utterances. An attempt is made to explain these preferences in terms of the difference and dominance theories. It was also found that the generally formal context of meetings operated informally within these academic contexts. The explanations for the informality found in academic meetings are related to the degree of distance in relationships, and the frequency of interaction among colleagues.
Responses to the questionnaire revealed differences in vague language use as regards male and females on certain items. This revealed a probable indication of gender construction. For instance, whereas the males were more sensitive to context in terms of vague language use, the females were less sensitive to the contextual use of vague language. The difference in male and female sensitivity to context is explained within a constant and fixed female adherence to informality. Politeness, however, did not emerge as a prominent feature, as neither males nor females in this group considered politeness as a major function of vague language use.
While the investigation was held within the context of academic meetings, these gender attributes, preferences and or differences may be operating in other contexts. The research therefore serves as a point of departure for further studies on gender and vague language use.Linguistics and Modern Languages
M.A. (Sociolinguistics)
24
"翻譯中的女性話語權力: 從性別視角看當代女性主義小說的翻譯." Thesis, 2010. http://library.cuhk.edu.hk/record=b6075011.
Full textAbstract:
By conducting case studies in which representative works of Chinese and English feminist writing, together with their translations, are carefully analyzed, the third and fourth chapters examine the trajectory of the female power's traveling from the source text to the target text. The C-E section discusses a novel (written by the Chinese feminist writer Hong Ying) and its English translations by Howard Goldblatt (complete translation) and Mu Lei (partial translation); the E-C section deals with the independent story extracted from Doris Lessing's The Golden Notebook and its three Chinese versions by one female and two male translators respectively. In both sections, the writers' feminist thoughts that embrace female power are specifically analyzed. In the study, it is found that male and female translations differ from each other, thus offering quite different pictures of the female power expressed by feminist writers and altering the reading experience.The current thesis, standing astride Translation and Gender Studies, has taken an interdisciplinary perspective to study the translations of contemporary feminist fiction. It is hoped that this study can offer some insights into the intersection between language and gender issues in translation and contribute to the development of the research domain of gender and translation.
The fifth chapter elaborates on how the translators' interpretation and translation might affect in the target text the feminist writers' expression of power, and discusses the translator's gender as an important variable that might affect the translation of feminist literary writings. In the last chapter, conclusions about and reflections on the current study are presented, followed by some suggestions for future research.
The thesis is divided into six chapters. The first chapter introduces the research background and reviews previous studies examining translation using gender perspectives. The second chapter offers a theoretical framework for the current study. Taking Foucault's theory of power/discourse as a starting point, it demonstrates the relationship between power and discourse (feminist writing and translations), and argues 1) that feminist writing proclaims female power; 2) that translation can, on the one hand, transmit and strengthen that power and, on the other hand, weaken that power by toning down the feminist consciousness inherent in the original text; and 3) that translation is actually an 'intermediary station' where power is negotiated and discourse (re)constructed.
This thesis looks, from a gender perspective, into the translation of contemporary feminist fiction from Chinese to English and vice versa. In the thesis, the relationship among three interrelated domains, namely, gender, translation and power, is carefully examined. The role played by male as opposed to female translators in translating contemporary feminist fiction is further discussed by conducting case studies to investigate multiple translations of two pieces of feminist writing.
劉劍雯.
Advisers: Wong Kwok Pun; Tung Yuan Fang.
Source: Dissertation Abstracts International, Volume: 73-01, Section: A, page: .
Thesis (Ph.D.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (p. 217-238).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Liu Jianwen.