GENDER DIFFERENCES IN L 2 LEARNING

Definitions
‘Gender’ has replaced ‘sex’ in sociolinguistics.
Sex: biologically or physiologically based distinction between males and females.
Gender: a social and cultural notion. It indicates the social identity that emerges or is constructed through social action, and adherence (following) to certain cultural norms and proscriptions.
Gender – the difference between masculine and feminine identities, believed to be a fluid category depending on the individuals’ social, cultural, and situational contexts.
(Ehlrich, 1997; Pavlenko, 2001; Kubota, 2003).

Definitions
L1 – First language
L2 – Second language
ELL – English Language Learner
ESL – English as a Second Language
Language Learning – an individual’s proficiency in language at a given time, which can be quantified as a measure from a language test.
Intervention – strategies used to enhance (improve) language learning (e.g. scaffolding language; using techniques to aid comprehension; integrating listening, reading, speaking, and writing into lessons; teaching language in the content areas).

Definitions
Bilingual Setting – context in which students are learning an L2 simultaneous to their L1 (usually a context in which the student is a minority).
ESL Setting – context in which students are learning an L2 (usually a context in which the student is a minority).
Foreign Language Setting – context in which students are learning an L2 as a foreign language (usually a context in which the student is a majority).
Heritage Language Setting – context in which a person is studying a language he/she has proficiency in and/or has a cultural connection to that language.
Sociolect (or social dialect): a socially distinct language variety.

Introduction
Trudgill: in Western society, men are evaluated more on what they do, and women on how they appear.
Eckert: women rely on symbolic resources, e.g. speech, dress, make-up, to establish their position in their social groups.
Women are aware of what is proscribed (prohibited) and therefore avoid it more than men (subconsciously).
Women use innovative and positively evaluate variants more then men.

Introduction
There seems to exist a female advantage in first language (L1) learning
(Burman, Bitman, & Booth, 2008; Roulstong & Northstone, 2002).
Much less is known regarding gender differences in second language (L2) learning.
Yet, L2 researchers note that gender is a critical individual and social variable in language learning
(Brantmeier, Schuller, & Wilde, 2007).

Past Reviews
Past reviews conclude that:
Gender differences in L2 learning are likely due to cognitive and cultural differences (Ekstrand, 1980).
More conclusive research on gender related to L2 learning is needed (Spencer & Lewis, 1986).
Research findings are not conclusive regarding male or female advantage in L2 learning (Brantmier et. al, 2007).

Theory & Past Research

What causes gender differences in L2 learning measure outcomes?
Age and interventions
Younger vs. older students + presence or non-presence of interventions
Younger seems ideal to mitigate (decrease) gender differences.
Language learning setting and interventions
Bilingual vs. foreign language settings + presence or non-presence of interventions
Bilingual settings seem ideal to mitigate gender differences.
Presence of interventions seem to be critical to mitigate gender differences, but also confound conclusions.

What educational practices appear promising for optimal L2 learning for male and female L2 learners?
Interventions – good to implement
Environment – should be supportive and engaging
Individuals – students with a strong L1 base seem to have higher language learning achievement regardless of age or gender

Gender differences
Cognitive
rational vs. illogical
Pragmatic
communicative means
Psychological
long-term vs. short-term memory
non-affective vs. affective
Linguistic
expressive language means
discourse structure

Descriptive statistic for Rating of Motivational Determinants by Gender

Descriptive statistic for Rating of Motivational Determinants by Gender

Question Period

What causes gender differences in L2 learning?
What educational practices appear promising for optimal L2 learning for male and female L2 learners?