Language and Gender: Differences and Similarities
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Variations in Language Use Across Gender: Biological Versus Sociological Theories
UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society Title Variations in Language Use across Gender: Biological versus Sociological Theories Permalink https://escholarship.org/uc/item/1q30w4z0 Journal Proceedings of the Annual Meeting of the Cognitive Science Society, 28(28) ISSN 1069-7977 Authors Bell, Courtney M. McCarthy, Philip M. McNamara, Danielle S. Publication Date 2006 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Variations in Language Use across Gender: Biological versus Sociological Theories Courtney M. Bell (cbell@ mail.psyc.memphis.edu Philip M. McCarthy ([email protected]) Danielle S. McNamara ([email protected]) Institute for Intelligent Systems University of Memphis Memphis, TN38152 Abstract West, 1975; West & Zimmerman, 1983) and overlap We examine gender differences in language use in light of women’s speech (Rosenblum, 1986) during conversations the biological and social construction theories of gender. than the reverse. On the other hand, other research The biological theory defines gender in terms of biological indicates no gender differences in interruptions (Aries, sex resulting in polarized and static language differences 1996; James & Clarke, 1993) or insignificant differences based on sex. The social constructionist theory of gender (Anderson & Leaper, 1998). However, potentially more assumes gender differences in language use depend on the context in which the interaction occurs. Gender is important than citing the differences, is positing possible contextually defined and fluid, predicting that males and explanations for why they might exist. We approach that females use a variety of linguistic strategies. We use a problem here by testing the biological and social qualitative linguistic approach to investigate gender constructionist theories (Bergvall, 1999; Coates & differences in language within a context of marital conflict. -
Language and Gender Language and Gender Sexism in English
Language and Gender Language and Gender Language and Gender Sexism in English The tendency to speak of people as cultural stereotypes of their gender ‘He said, She said’ video The ways in which men and women talk, and misunderstand each other 2 Sexism in English The English language reflects the power that men have historically held in many areas of life. Language reflects this social power by treating words to refer to women as marked, while unmarked words are those that refer first to men and also to both men and women. 3 1 Language and Gender Markedness Mankind Women 4 Markedness Poet Poetess 5 Markedness Actor Actress 6 2 Language and Gender Markedness Nurse Male nurse 7 Sexism in Language Why avoid sexism in language? Some people feel insulted by sexist language. Sexist language creates an image of a society where women have lower social and economic status than men. Using nonsexist language may change the way that users of English think about gender roles. 8 Sexism in Language Avoid ambiguity in gender identity or gender role by choosing nouns, pronouns, and adjectives that specifically describe people. Sexist bias can occur when pronouns are used carelessly, as when the masculine pronoun he is used to refer to both sexes or when the masculine or feminine pronoun is used exclusively to define roles by sex (e.g., “the nurse ... she”). The use of man as a generic noun or as an ending for an occupational title (e.g., policeman) can be ambiguous and may imply incorrectly that all persons in the group are male. -
Language Variation and Ethnicity in a Multicultural East London Secondary School
Language Variation and Ethnicity in a Multicultural East London Secondary School Shivonne Marie Gates Queen Mary, University of London April 2019 Abstract Multicultural London English (MLE) has been described as a new multiethnolect borne out of indirect language contact among ethnically-diverse adolescent friendship groups (Cheshire et al. 2011). Evidence of ethnic stratification was also found: for example, “non-Anglo” boys were more likely to use innovative MLE diphthong variants than other (male and female) participants. However, the data analysed by Cheshire and colleagues has limited ethnographic information and as such the role that ethnicity plays in language change and variation in London remains unclear. This is not dissimilar to other work on multiethnolects, which presents an orientation to a multiethnic identity as more salient than different ethnic identities (e.g. Freywald et al. 2011). This thesis therefore examines language variation in a different MLE-speaking adolescent community to shed light on the dynamics of ethnicity in a multicultural context. Data were gathered through a 12-month ethnography of a Year Ten (14-15 years old) cohort at Riverton, a multi-ethnic secondary school in Newham, East London, and include field notes and interviews with 27 students (19 girls, 8 boys). A full multivariate analysis of the face and price vowels alongside a quantitative description of individual linguistic repertoires sheds light on MLE’s status as the new London vernacular. Building on the findings of Cheshire et al. (2011), the present study suggests that language variation by ethnicity can have social meaning in multi-ethnic communities. There are apparent ethnolinguistic repertoires: ethnic minority boys use more advanced vowel realisations alongside high rates of DH-stopping, and the more innovative was/were levelling system. -
Woman‟S Image in Charlotte Perkins Gilman‟S, “The Yellow Wallpaper
Woman‟s Image in Charlotte Perkins Gilman‟s, “The Yellow Wallpaper” and Fadia Faqir‟s, Pillars of Salt A Feminist Approach طٛسة اٌّشأة فً لظت حشبسٌٛث بٍشوٕز جٍّبْ "ٚسق اٌجذساْ اﻷطفش" ٚسٚاٌت فبدٌٗ فمٍش "أعّذة اٌٍّح" ِٓ ِٕظٛس ٔمذي ٔسٛي By Maria R. Alfadel Supervisor Professor Tawfiq Yousef A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master in English Language and its Literature Department of English Language and Literature Faculty of Arts Middle East University for Graduate Studies May, 2010 Authorization I, Maria De Lourdes R. Alfadel, authorize Middle East University for Graduate Studies to supply copies of my thesis to libraries or establishments or individuals upon request. Name: …………………………………………….. Signature: …………………………………………. Date: ………………………………………………. Thesis Committee Decision This thesis (Woman‟s Image in Charlotte Perkins Gilman‟s, “The Yellow Wallpaper” and Fadia Faqir‟s, Pillars of Salt) was successfully defended and approved on ………………………… Examination Committee Signature Dr. Riyadh Fayez Hussein ……………………………. Dr. Tawfiq Ibrahim Yousef ...…………………………. Dr. Sabar Sadoun Sultan ........………………………. i ACKNOWLEDGMENT I would like to express my sincerest gratitude and appreciation to my supervisor, Professor Tawfiq Yousef for his generous support, guidance, and invaluable suggestions throughout every single phase of this undertaking. I have enjoyed working with him and learning from him as he guided me toward the completion and finalization of this thesis. I would also like to thank Professor Riyadh Hussein, the head of the Department of English Language and Literature and all the staff at Middle East University for Graduate Studies for patiently answering all my questions as I embarked on this project. Finally, special thanks goes to the committee members for their review and helpful feedback. -
GENDER Zeitschrift Für Geschlecht, Kultur Und Gesellschaft
GENDER Zeitschrift für Geschlecht, Kultur und Gesellschaft Heft 3 5. Jahrgang 2013 ISSN 1868-7245 00-Gender3-13_001_002.indd-Gender3-13_001_002.indd 3 117.09.20137.09.2013 220:45:270:45:27 00-Gender3-13_001_002.indd-Gender3-13_001_002.indd 4 117.09.20137.09.2013 220:45:530:45:53 Inhalt 5. Jahrgang 2013 • Heft 3 GENDER Zeitschrift für Geschlecht, Kultur und Gesellschaft Gender in der psychologischen Forschung Ursula Kessels, Vorwort 7 Sigrid Metz-Göckel Schwerpunkt Evelyn C. Ferstl, Sprache und Geschlecht: Wie quantitative 9 Anelis Kaiser Methoden aus der Experimental- und Neuropsychologie einen Beitrag zur Geschlechterforschung leisten können Irena D. Ebert, Positionsartikel zum Forschungsprogramm 26 Melanie C. Steffens Explizite und implizite geschlechterbezogene Kognitionen heute Andrea E. Abele Berufserfolg von Frauen und Männern im 41 Vergleich. Warum entwickelt sich die „Schere“ immer noch auseinander? Christine Eckert, Was Mädchen schadet, muss für Jungen noch 60 Margarete Imhof lange nicht schädlich sein: die Leseleistung von Jungen unter Stereotype Threat Franziska Moser, Subtile und direkte Mechanismen der sozialen 77 Bettina Hannover, Konstruktion von Geschlecht in Schulbüchern. Judith Becker Vorstellung eines Kategoriensystems zur Analyse der Geschlechter(un)gerechtigkeit von Texten und Bildern Offener Teil Mona Motakef, Ambivalente Praxen der (Re-)Produktion. 94 Sabine Wöhlke Fürsorge, Bioökonomie und Geschlecht in der Lebendorganspende Andreas Stückler Auf dem Weg zu einer hegemonialen Weiblich- 114 keit? Geschlecht, Wettbewerb und die Dialektik der Gleichstellung GENDER Heft 3 | 2013, S. 3–4 001-Gender3-13_Inhalt_003-004.indd1-Gender3-13_Inhalt_003-004.indd 3 330.09.20130.09.2013 116:43:596:43:59 4 Inhalt Aus Forschung, Politik & Praxis Oxana Krasilnikova Fokus Russland: „Gesellschaftliche Gleichstel- 131 lung der Geschlechter ist eine Utopie“. -
Women's Language
Women’s language: a struggle to overcome inequality* Sergio Bolaños Cuellar [email protected] Universidad Nacional de Colombia Departamento de Lingüística Abstract This paper attempts to show that the intellectual construct women’s language is entirely justified on a political, ideological, and economic basis that stresses the fact that women have historically been victims of overt (and covert) discrimination and exploitation in our society. Linguistically speaking, however, a women’s language seems not to exist in traditional strict terms, but rather as a rhetorical term used in the form of a synecdoche. Despite their incompleteness, two attempts of characterizing truly women languages, Nu Shu and Láadan, are discussed, underlining and recognizing their legitimate symbolic value as equalizing manoeuvres. Women have resorted to more subtle linguistic means to emerge as visible agents in our society. Linguistic resources go from a passive acceptance of the traditional all-inclusive generic masculine forms, through the equalizing use of both masculine and feminine markers, to the most progressive, liberal and controversial strategies of using feminizing forms, i.e. all-inclusive generic feminine forms. Women’s struggle to overcome inequity and inequality is a legitimate endeavour which is leaving visible linguistic traces in our languages. Women are changing languages around the world. Key words: Women’s language, Nu Shu, Láadan, inclusive linguistic masculine forms, masculine and feminine linguistic forms, inclusive feminine linguistic forms. 1. Women’s language Robin Lakoff’s seminal book Language and Women’s Place (1975) opened a new strand in linguistic studies when she called the attention to a traditionally * This paper is the result of research I had the opportunity to do during the seminar I attended on Language, Gender, and Culture under the guidance of Prof. -
The Role of Gender and Language Learning Strategies in Learning English
THE ROLE OF GENDER AND LANGUAGE LEARNING STRATEGIES IN LEARNING ENGLISH THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY OKTAY ASLAN IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN THE DEPARTMENT OF ENGLISH LANGUAGE TEACHING September 2009 Approval of the Graduate School of Social Sciences Prof. Dr. Sencer AYATA Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Arts. Prof. Dr. Wolf KÖN ĐG Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Master of Arts Assoc. Prof. Dr. Gölge SEFERO ĞLU Supervisor Examining Committee Members Assoc. Prof. Dr. Oya Yerin GÜNER Đ (METU, EDS) Assoc. Prof. Dr. Gölge SEFERO ĞLU (METU, ELT) Assist. Prof. Dr. Çi ğdem Sa ğın ŞĐ MŞEK (METU, ELT) ii I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last Name: Oktay ASLAN Signature: iii ABSTRACT THE ROLE OF GENDER AND LANGUAGE LEARNING STRATEGIES IN LEARNING ENGLISH Aslan, Oktay M.A., Program of English Language Teaching Supervisor: Assoc. Prof. Dr. Gölge Seferoğlu September 2009, 158 Pages This study intended to investigate the language learning strategies used by learners of English as a foreign language, aiming to find the amount of strategies and the domain differences of the strategies used; to reveal the link between strategy use and success levels; and to find out the difference in strategy use between genders and its influence on their achievement in English. -
Language, Identity, and Non-Binary Gender in Hawai'i (PDF)
LANGUAGE, IDENTITY, AND NON-BINARY GENDER IN HAWAI‘I A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAIʻI AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN LINGUISTICS OCTOBER 2015 By M. Joelle Kirtley Dissertation Committee: Katie Drager, Chairperson Victoria Anderson Christina Higgins Rebecca Stotzer Lal Zimman Keywords: Gender, Hawai‘i, Sociocultural Linguistics, Phonetic Variation, Masculinity Copyright © 2015 by M. Joelle Kirtley ii To Teej, who taught me to challenge normativities. The world would be so much better if you were still in it. iii Acknowledgements First, and most importantly, thank you to the three people who let me into their lives and provided the data for this research. You are beautiful and strong individuals, and I, and the readers of this dissertation as well, are better people for knowing you. Thank you to the five people serving on my committee, Victoria Anderson, Katie Drager, Christina Higgins, Rebecca Stotzer, and Lal Zimman. Through your diligent commenting and criticism, this dissertation is strengthened and I am made a better researcher and writer. Thank you for your hard work and intelligent insights. Thank you to my peers who have contributed so much not only to this project by way of support and conversation, but also to my career in linguistics. Thank you Mónica Vidal for your shared love of stylistics and for your advice and helpful listening. Thank you Katie Gao for talking through this project with me at every stage and also sharing your research triumphs and fears with me. Your companionship is invaluable. -
Linking Gender and Second Language Education in a Database
LINKING GENDER AND SECOND LANGUAGE EDUCATION IN A DATABASE ROSA MARÍA JIMÉNEZ CATALÁN Universidad de La Rioja (España) RESUMEN Este artículo define los fundamentos de una base de datos especializada en los factores sexo/"genero" en el aprendizaje y enseñanza de lenguas. En primer lugar, describimos las conexiones entre "género", sexo, coeducación, y aprendizaje/enseñanza de lenguas. En segundo lugar, repasamos las principales bases de datos disponibles en red y en CD-ROM relacionadas con los factores sexo/"género",y coeducación, dentro del campo de aprendizaje y enseñanza de segundas lenguas. Por último, esbozamos un posible modelo de base de datos que puede ser de utilidad a la hora de investigar y enseñar cuestiones relacionadas con los factores sexo/"genero", y coeducación, en el contexto de aprendizaje y enseñanza de segundas lenguas. PALABRAS CLAVE Enseñanza y aprendizaje de L2, "genero", coeducación ABSTRACT This paper defines the basis for a datábase specialised in sex/gender and language education. First, it places the context with a description of the main connections between gender, sex, coeducation and second language learning and teaching. Second, it reports a survey of the main Internet and CD-ROM da- tabases available for searching information on sex/gender/coeducation within the field of second language learning and teaching. The paper ends with a des- cription of a tentative model of datábase designed with the purpose of filling a gap in bibliographical references and audio-visual resources useful for either researching or teaching issues related to sex/gender/ and coeducation within the context of second language learning and teaching. -
Language Learning Strategies and Students' Performance in ESL
Global Language Review (GLR) DOI: 10.31703/glr.2018(III-I).02 URL: http://dx.doi.org/10.31703/glr.2018(III-I).02 Language Learning Strategies p-ISSN: 2663-3299 | e-ISSN: 2663-3841 and Students’ Performance in L-ISSN: 2663-3299 ESL Classrooms Vol. III (2018) | Page: 17 – 38 Arshad Ali Khan* Sayyed Rashid Ali Shah† Hussain Ahmad‡ Abstract: This study investigates the Introduction relation of language learning strategies, memory, cognitive, compensation, In the field of education and science, metacognitive, social and affective most of the research is carried out in strategy with the language performance of English. Being the primary and undergraduate students in ESL classroom. secondary language of many Data from the sample of 97 male and 63 countries around the world, English is female learners in a private university was learned and taught all over the world. collected through Strategy Inventory for SLA researches mainly focus on Language Learning (SILL) by Oxford understanding the acquisition process (1990), which is based on 50 items on the through establishing general learning pattern of five-point Likert scale. Students’ principles which can be dealt GPA scores were collected for the relevant pedagogically. As a result many course in order to examine language learner related characteristics are performance. For descriptive and discovered that can influence the inferential statistics, the data have been language learning process. Many analyzed through SPSS 15.0. The results learner related variables have been showed a significant difference between studied by researchers including age, used language strategy and performance. gender, motivation, personality, The cognitive and memory strategies were cognitive style and learning strategies more significant while social and affective etc. -
Gender and Language Use
GENDER AND LANGUAGE USE OLeh: Rahmi (The Lecturer of Dakwah and Communication Faculty, UIN Ar-Raniry Darussalam Banda Aceh) Email: [email protected] ABSTRACT Gender issue which is a social construction according to culture and belief has been studied in language use since 1970s. When a language is expressed, it is considered that men and women use different expressions. There are some theories that have been proposed related to this concern such as the Deficit Theory, the Dominance Theory, the Radical Theory, the Difference Theory and the Reformist Theory. Gender in language use which is one of discussions in pragmatics consists of some terminologies that are used to represent men and women directly in a language, those are Grammatical Gender, Lexical Gender, Referential Gender and Social Gender. Furthermore, lots of stereotypes found express more negative opinions related to the language of women compared to men. Some factors affect gendered use of linguistic varieties like work and marriage opportunities, industrialization and urbanization, and social network. In education in particular, three areas important to be focused on, those are subject matter, teaching and learning process and classroom material. ABSTRAK Isu gender yang merupakan sebuah konstruksi sosial dalam suatu budaya dan kebudayaan tertentu telah dipelajari dalam penggunaan bahasa sejak tahun 1970an. Ketika bahasa dieekspresikan, maka diyakini bahwa laki-laki dan perempuan menggunakan bahasa yang berbeda. Ada beberapa teori yang dikembangkan yang berkenaan dengan isu tersebut, diantaranya the Deficit Theory, the Dominance Theory, the Radical Theory, the Difference Theory and the Reformist Theory. Gender dalam penggunaan bahasa yang sering didiskusikan dalam studi pragmatic memiliki beberapa istilah yang menunjukkan perbedaan penggunaan bahasa pria dan wanita secara langsung diantaranya Grammatical Gender, Lexical Gender, Referential Gender and Social Gender. -
Lesbian, Gay, Bisexual, Transgender, and Queer Culture/ Community
California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 6-2015 Exploring Cultural and Linguistic Aspects within the Lesbian, Gay, Bisexual, Transgender, and Queer Youth Community Justine Carrillo California State University - San Bernardino Julie Marie Houston California State University - San Bernardino Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the Lesbian, Gay, Bisexual, and Transgender Studies Commons, Other Feminist, Gender, and Sexuality Studies Commons, and the Social Work Commons Recommended Citation Carrillo, Justine and Houston, Julie Marie, "Exploring Cultural and Linguistic Aspects within the Lesbian, Gay, Bisexual, Transgender, and Queer Youth Community" (2015). Electronic Theses, Projects, and Dissertations. 170. https://scholarworks.lib.csusb.edu/etd/170 This Project is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. EXPLORING CULTURAL AND LINGUISTIC ASPECTS WITHIN THE LESBIAN, GAY, BISEXUAL, TRANSGENDER, AND QUEER YOUTH COMMUNITY A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Social Work by Julie Marie Houston Justine Carrillo June 2015 EXPLORING CULTURAL AND LINGUISTIC ASPECTS WITHIN THE LESBIAN, GAY, BISEXUAL, TRANSGENDER, AND QUEER YOUTH COMMUNITY A Project Presented to the Faculty of California State University, San Bernardino by Julie Marie Houston Justine Carrillo June 2015 Approved by: Dr. Rosemary McCaslin, Faculty Supervisor, Social Work Dr. Rosemary McCaslin, M.S.W.