论 文 摘 要

 

性别是第二语言习得和外语学习中学习者差异的重要因素之一，因此，语言性别差异的研究已经越来越受到重视。该论文通过对七十二名以英语为外语的大学生的调查问卷进行分析，研究性别差异对英语学习者的学习动机，策略运用，以及学习观念的影响，基于调查结果对英语教学提出建议。分析结果表明英语学习者在学习动机，策略运用，以及学习观念方面的确存在不同程度的性别差异。

该研究建议教师通过各种课堂活动激发学生对英语国家文化的兴趣，针对男、女生性格差异，对其学习策略采取重点不同的培养和训练，并通过相互沟通的方式鼓励学生树立积极的学习态度，拓展适合于自己的学习方法。

关键词：性别差异；学习动机；策略运用；学习观念

 

                                                Abstract

Gender is one of the learner variables that may play an important role in second language acquisition and foreign language learning, so that research on gender differences related to language has attracted more and more attention. This paper examines the self-reported study of 72 university students learning English as a foreign language in China, and focuses on the effects of gender differences on motivation, the use of language learning strategies and beliefs, and teaching implications are provided based on the result of the survey. The analysis reveals that gender differences do exist in motivation of learning language, the use of language learning strategies as well as beliefs about language learning.

Based on the result of the analysis, the study suggests that the teachers should try to arouse the interests of the students learning the culture of English-speaking countries, carry out the strategy training according to the differences of the characters of male and female students, and through communication with the students encourage them to develop positive attitude towards their study and explore the methods suitable to their own characteristics.

 

Key words: gender differences; motivation; learning strategies; learners’ beliefs

 

Table of Contents

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所有英文字体均为Times New Roman体

1. Introduction(标题, 左对齐，加粗， Times New Roman，四号,以后所有章节各级标题都同此)

Language is at the center of human life. Language learning and language teaching are vital to the everyday lives of millions. All forms of language teaching could be greatly improved if we had a better understanding of the language learner and of the language learning process itself. In fact, many studies on English learners have been conducted in China, which indeed provide teachers and researchers with a deep understanding of the actuality of English learning in this country. However, while individual differences have attracted more and more attention, the factors that contribute to the relationship between gender and motivation, language learning strategies, and learners’ beliefs have not received adequate recognition.

It is at the beginning of the 20^th century that scholars started to pay attention to the relationship between gender and language. Research on gender differences related to language has focused on cognitive functions. For example, studies have been conducted on a variety of differences among young school children (Robinson, 1996), college students, and adults as well as subjects with affective or communicative disorder. And other studies are related to language production as in conversation and addressed gender differences in spoken and written language output. Examples include Mulac and Lundell (1994) – written discourse.

Long (1991:76) argues that without this, outcomes such as those from immersion education are likely to occur, with a lack of sustained development.[z2] 

Perkins and Gass (1996:46) argue that, since proficiency is multidimensional, it does not always develop at the same rate in all domains.[z3] 

Sanders et al. (1992:89~91) studied coherence relations based on four criteria.[z4] 

Lorenz voiced a very similar view that because in written communication, coherence cannot be explicitly negotiated face-to-face between text producer and text receiver,

“writers therefore have every reason for trying to be unequivocal and to make their ideas, intentions and arguments unmistakably clear. One way of doing this is to carefully signal logical relations and thereby ‘signpost’ the path to coherence for the reader. Consequently, when looking at the fabrication of coherence in written discourse, we need to pay special attention to those explicit signposts of coherence, i.e. the text’s cohesive ties”. (Lorenz, 1999:26).[z5] 

Patterns of byzantine intrigue have long plagued the internal politics of community college administration in Texas (Douglas et al., 1997).[z6] 

One validates not a test, but ‘a principle for making inferences’ (Cronbach & Meehl, 1955:297).[z7] 

If construct validity is seen as an exhaustive process that can be accomplished over a 50-year period, test developers may be inclined to think that any validity information is good enough in the short run (Shepard 1993: 444, cited in Chapelle 1998).[z8] 

In China, researches on gender language date back to the 1980’s, which are mainly about differences in men and women language forms. Most scholars put the focus on language form as related to gender, either by introducing achievements made by researches abroad or by exploring gender and language according to their own experience. And later, some researchers brought the study of gender and language to some differences in men and women language forms. Most scholars put the focus on language form as related to gender, either by introducing achievements made by researches abroad or by exploring gender and language according to their own experience. And later, some researchers brought the study of gender and language to a broader scope. From then on, there was an obvious shift from examining language form to exploring communication strategies and speech style. ……

2. Theoretical Foundations

2.1 Motivation

The important involvement of motivation in learning English as a foreign language has been established for some time. There can be little doubt that motivation is a powerful factor in foreign language learning: most studies investigating the effect of motivation have found a relatively strong correlation between motivation and language learning success, with many finding motivation to be the most significant predictor of achievement. Motivation has also been found to affect the use of language learning strategies, with highly motivated students generally employing strategies more frequently than less motivated students in many types of foreign language programs (Ehrman & Oxford, 1989).

2.1.1 Definitions

Although motivation is a term frequently used in both educational and research contexts, there is little agreement as to the exact meaning of this concept. The term has a number of different interpretations, and it has come to be used in different ways by different people.

A simple definition is provided by Keller (1983) in current psychology: “motivation refers to the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect”

2.2 Definitions

Although motivation is a term frequently used in both educational and research contexts, there is little agreement as to the exact meaning of this concept. The term has a number of different interpretations, and it has come to be used in different ways by different people.

A simple definition is provided by Keller (1983) in current psychology: “motivation refers to the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect” (Crookes & Schmidt, 1991: 481). This definition gives readers an initial idea about what motivation is. By this definition, motivation includes making choices and exerting efforts.

Kanfer (1992) developed the definition of motivation by indicating that motivation refers to  

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注：中文格式参考英文，标点符号都用中文符号

                                       

   

Acknowledgements

 

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