The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2009 Gender dynamics in peer interaction and their influence on second language learning in the English-as-a-second language classroom Xiulian Zhu Follow this and additional works at: https://repository.usfca.edu/diss Part of the Education Commons Recommended Citation Zhu, Xiulian, "Gender dynamics in peer interaction and their influence on second language learning in the English-as-a-second language classroom" (2009). Doctoral Dissertations. 166. https://repository.usfca.edu/diss/166 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco GENDER DYNAMICS IN PEER INTERACTION AND THEIR INFLUENCE ON SECOND LANGUAGE LEARNING IN THE ENGLISH-AS-A-SECOND-LANGUAGE CLASSROOM A Dissertation Presented to The Faculty of the School of Education International and Multicultural Education Department In Partial Fulfillment of the Requirement for the Degree Doctor of Education by 朱秀蓮 Hsiu-Lien Chu San Francisco May 2009 THE UNIVERSITY OF SAN FRANCISCO Dissertation Abstract Gender Dynamics in Peer Interaction and Their Influence on Second Language Learning in the English-as-a-Second-Language Classroom In the field of second language acquisition, few studies have addressed the issue of gender, particularly its influence in class participation. This study investigates gender in three areas: gender dynamics, interactional styles, and its impact on second language learning. Qualitative research was conducted in a university-level ESL program. Data were collected for over two months including classroom observations, fieldnotes, and individual interviews. Ten participants, five males and five females, were selected from diverse cultural backgrounds. Data analysis was based on a dynamic, interactional, scaffolding, and holistic (D.I.S.H.) approach, offered by the diversity framework of language and gender studies and Vygotsky’s the Zone of Proximal Development (ZPD). The results showed that each participant carried his or her own repertoire of gender dynamics, which contained its potentials and could be expanded when social relations varied. These repertoires centered on familiarity, which served as a factor to mediate gender dynamics. Gender was imbedded in seven major interactional styles, from word, phrase, and sentence level to discourse levels. In addition, gender promoted as well as hindered second language learning in linguistic, psychological, and social levels. Familiarity not only influenced gender dynamics but also second language learning. The findings imply that the view of fixed interaction is challenged. Equal time of participation could be achieved not by increasing the amount of time but by increasing familiarity. Instructors and curriculum developers may design activities to establish familiarity. Social conversations meet the needs of language learners for establishing familiarity. Therefore, teaching and learning could be accomplished through guided or theme-based social conversations, which facilitate gender dynamics as well as create opportunities for second language practices. Hsiu-Lien Chu Susan Katz Hsiu-Lien Chu, Author Susan Roberta Katz Chairperson, Dissertation Committee ii This dissertation, written under the direction of the candidate’s dissertation committee and approved by the members of the committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. The content and research methodologies presented in this work represent the work of the candidate alone. Hsiu-Lien Chu May 19, 2009 Candidate Date Dissertation Committee Susan Katz May 19, 2009 Chairperson Shabnam Koirala-Azad May 8, 2009 Stephanie Vandrick May 8, 2009 iii This dissertation is dedicated to God & My Family iv ACKNOWLEDGEMENTS Dissertation Topic The original idea was from Dr. Mohammad Popal’s class of Sociology of Language Where I learned about gender and language Dr. Susan Katz’s class of Cross-Cultural Literacy Where I met Vygotsky Without them all I would not have thought about gender in collaborative learning. Dissertation Committee Members The main resource for my dissertation Dr. Susan Katz Warm and helpful Cared about me when I faced difficulties Led me to positive thinking Effective leadership and compliments Guided me to move forward efficiently Dr. Koirala-Azad Patient and friendly . Guided me to design my methodology Strengthened my understanding about gender Professor Vandrick Considerate and careful Shared her bibliography and published articles Built on the knowledge of gender in ESL pedagogy Provided immediate help when I encountered difficulties Sponsors Dr. Allen and Dorothy Calvin Through their generosity I received the Allen and Dorothy Calvin Doctoral Dissertation Award To assist in my research The ESL Program The coordinator of the ESL program Allowed me to conduct this research Professor Shelwyn Corrigan Facilitated my data collection All Participants Provided insights to guide my study v Family The main support of my life Father, How-Suey Encouraged me by this Chinese poem 放開肚量吃飯 打起精神讀書 Mother, Mei-Hsien Supported me on the phone Brother, Hsien-Ping Motivated me through email Second Mother, Francoise Martynoff Loves me as her daughter Cares about me from her heart Taught me how to face difficulties Through her humor and jokes English Teachers and Professors Influential teachers in my life From high school to graduate school Prepared me for doctoral study In a second language Rita Sun Pi-Fang Unlocked my potential for learning English Ming Mei Lin Taught me English pronunciation for a speech contest Dr. Pi-Hua Tsai Inspired me to learn English actively Dr. Michael Reed Encouraged me to advance to doctoral study Supportive Friends Ken Yoshioka Helped me to format the layout of my dissertation Carol Spector Brainstormed key words for searching journal articles Jayson Madriaga Helped me to access a linguistic database Sandra Jewett Supported me in the journey of writing Church Friends Prayed for me and my family I have so many friends to thank vi God I thank God for creating all social connections Keeping my parents good health Listening to my prayers This dissertation is completed Under God’s Love vii TABLE OF CONTENTS Page LIST OF TABLES .............................................................................................................. x LIST OF FIGURES ........................................................................................................... xi CHAPTER I: THE RESEARCH PROBLEM .................................................................... 1 Introduction..................................................................................................................... 1 Statement of the Problem................................................................................................ 6 Background and Need for the Study............................................................................... 8 Purpose of the Study ....................................................................................................... 9 Research Questions......................................................................................................... 9 Theoretical Framework................................................................................................. 10 Delimitations and Limitations....................................................................................... 14 Significance of the Study .............................................................................................. 16 Definition of Terms....................................................................................................... 17 Summary....................................................................................................................... 19 CHAPTER II: REVIEW OF THE LITERATURE........................................................... 20 Introduction................................................................................................................... 20 Gender and Interaction.................................................................................................. 20 Gender....................................................................................................................... 21 Language and Gender ............................................................................................... 23 Gender and Interactional Styles ................................................................................ 26 Gender and Interaction in the ESL classroom .......................................................... 27 Sociocultural Theory and Second Language Acquisition............................................. 28 Sociocultural Theory................................................................................................. 28 Scaffolding in the Second Language Classroom ...................................................... 35 Gender and Second Language Acquisition..................................................................