A Study of the Influence of Gender Differences on English Learning of Senior High School StudentsWord下载.docx
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A Study of the Influence of Gender Differences on English Learning of Senior High School StudentsWord下载.docx
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Received2February2015;
accepted17May2015
Publishedonline26June2015
Abstract
Inrecentyears,peoplefromallwalksoflifehavepaidmoreandmoreattentiontogenderdifferences.Underthebackgroundofnewcurriculumreform,theattentiontostudents’individualdifferencesbecomesoneofthemostimportantsubjectsofeducationtheoryandpractice,andthegenderdifferencesarethenecessarylink.ThisthesisisbasedontheeducationofseniorhighschoolEnglishteaching,startswiththepointof“thegenderdifferenceisthatthedifferencesmaleandfemalestudentsshowedinthelearningactivity”,andputsforwardcountermeasuresfordifferenceteaching,fromtheaspectsofgenderdifferencesinEnglishlearninginavarietyofperformances,suchasinEnglishlearningstyle,learningmemory,learningmotivationandtheconceptofgenderdifferencesandintheselectionanduseoflearningstrategy.Thepaperisforthepurposeofclearingupthegenderdifference’snegativeimpactonforeignlanguagelearningandimprovesseniorhighstudents’Englisheducationtoacertainextent.
Keywords:
Genderdifferences;
Englishlearning;
Englishteaching;
Seniorhighschoolstudents
INTRODUCTION
Theresearchofgenderdifferencesoriginatedinthewest,sotheforeignwritingsonthegenderdifferencearecountless.Genderdifferenceisoneoftheresearchcontentsofdifferentialpsychology,withahistoryofnearlyhundredyearssincethejournalofW.SternDifferentialPsychologypublishedinGermanyin1911.Inthe1920s,therelationshipbetweengenderdifferencesandlanguagelearningcapturedtheeyesofanthropologists,psychologistsandsociologists,andonwhichtheydidalotofresearch.Namely,thefamousAmericanpsychologistE.L.Thordikeshowedthatwomenarebetterthanmenintermsoflanguageexpressionandshort-termmemorywithherexperiments,andtheintuition,spaceanalysisofcomprehensiveability,andexperimentalobservation,reasoningandhistoricalknowledgeofmenarebetterthanwomen.
Andinthe20thcentury,theprofessorofStanfordUniversityE.E.MaccobyandC.C.JacklinquotedinTheGenderDifferencesinPsychologythat“themainfactorthatboysandgirlshaveobviousgenderdifferenceisthatgirlshavebetterlanguageability”(Jacklin,1974).Burstallfoundthatgirlsmorescatteredinalllanguagetestingthanboys,duringhistrackingstudyto6,000Frenchchildrenin1975(Burstall,1975).In1987,Boyledidasurveyto490HongKongstudents(onegirl233,boy233)abouttheirEnglishlearning,andthenhefoundthegirl'
sEnglishproficiencytestscoresweresignificantlyhigherthanboysinnearlytentimes.AmericanlinguistEllisexplicitlymentionedinhisbookTheStudyofSecondLanguageAcquisitionthatthereexistsdifferencesoflanguagelearnersinlanguagelearning,suchasgenderdifferences,agedifferences,cognitivedifferences,personalitydifferences,learningmotivationandlearningstrategydifference,etc.(Ellis,194).Andinthestudyofgenderdifferences,mostresearchersagreethatwomenaresuperiortomeninlearningaforeignlanguage(Li,2005). Allthesefindingssuggestthatthegenderdifferenceisobjectiveexistence,andintermsoflearningasecondlanguage,girlshaveobviousadvantagesthanboys.
1.PROBLEMSIDENTIFICATION
MoststudiesshowthatmaleandfemalestudentswereofnosignificantdifferenceinIQ,buttheyhaveacertaingenderdifferenceontheintelligencequalityandtype,suchasinmemory,attention,andthequalityofthinking.Andintoday’sforeignlanguageteaching,wearemorefocusontheimagethinking,emphasizingtheinteractionbetweenteachersandstudents,whichdesperatelyneedswideknowledgeandlargeamountofmemory.Thus,itisnotsurprisingthatgirlsarebetterthanboysintheearlystagesofthelanguagelearning(Ye,1985).Andfactorsofgenderdifferenceswillbediscussedinthefollowingaspects.
1.1GenderDifferencesinPhysicalandEnvironmentalFactors
1.1.1PhysicalFactors
Psychologystudieshaveshownthatthepartialsideofthetwobrainhemispheresofmenandwomenisquitedifferentinthedevelopmentspeedandlevelofspecialization.Women’slefthemisphereonsexualpartialsidesexualfunctionisearlierandmorestronglythanmen,sotheyarebetterthanmenintermsoflanguageexpressionandshort-termmemory.Men,ontheotherhand,developtherighthemisphere,sotheyarebetterthanwomeninspatialperception,analysis,comprehensiveabilityandexperimentalobservation.
Biologicallyspeaking,women’ssoundandpronunciationorgansdevelopedmuchearlierthanmen,sothefemalestudentisgoodatverbal,hearingandexpressionandtheirverbalexpressionabilityandauditoryperceptionarestrongerthanboys.Women‘shearingforthedominantlanguageisusuallysensitiveconsciousnesssothattheirEnglishgradesgenerallybetterthanmen’s.
What’smore,girlshavetheadvantageofintelligence,whichindicatesgirlshavereasontogethigherscoresinEnglishthanboys.If,ontheotherhand,onthebasisofequalqualitystateandthesameteachingguide,itisnormalgirlsmayevennotasgoodasboys.
Fromtheorytoexperience,allresearchesshowthatfemalestudents’memoryissignificantlybetterthanthatofmalestudentsinforeignlanguagelearning(includingunderstanding,mechanicalmemory,short-termmemoryandlong-termmemory).Andgirls’memoryactivitiesarealsofarstrongerthanboys’.Inaword,foreignlanguagelearningisamemory(Jia,1996). IfyouwanttolearnEnglishwell,youneedalargenumberofmemoryactivities.Weteachersshouldespeciallyseizethisstrongpointofthegirlintheteachingofalargenumberofthereasonablevocabularytests,textwriting,dialogues,storyshows,retelling,anddictationtrainingandsoon.AndletthemaccumulateabundantEnglishlanguagematerials,inordertolayasolidfoundationtoimproveallaspectsoftheEnglishlanguagelearningabilities.
1.1.2EducationandEnvironmentalFactors
FengZhongliangpointsoutthattheindividualstyleofthinkingisdevelopedwithageintheeducationpsychology,“accordingtotheresearchofChongDelin,preschoolageismainlyintuitivethinkingaction,elementaryschoolperiodismainlyimageabstractthinking,juniorhighschoolperiodisthemainexperienceonabstractlogicalthinking,andtheseniorhighschoolperiodismaintheoreticalmodelonabstractlogicthinking”(Feng,1997).
Seniorhighschoolstudentsareinthelasttwoperiods,andtheirabstractlogicalthinkingshouldbetheinaproperlevel.Untilnow,however,peopleoftenthinkthatabstractlogicalthinkingofgirlsislessthanthatofboys,becausethatfemalesuffersfamily,socialandgenderdiscriminationinschooleducation.However,thereisnoscientificbasisinsecondlanguageacquisition.Infact,numerousexamplesshowthatthegirls’abstractlogicalthinkingisnotinferiortothatofboys,andtheirabilityofthinkinginimagesisbetterthanboys.
Onsecondlanguageacquisition-Englishlanguagelearning,studentsshouldnotonlyneedabetterimagethinking,butalsoneedtohaveagoodabstractlogicalthinkingability,especiallyingrammarlearningandreadingcomprehension.Andgirlsjusthavethesetwostylesofthinking.Soitissonaturalthatthegirl'
shasbetterEnglishscoresthanboys.
1.2GenderDifferencesinIQ
Itiswellknownthatintelligenceisnotakindofsingleabilitybutthecombinationofattention,observation,memory,thinkingability.Andofthesefactors,differentgenderstudentsshowtheirdifferentcharacteristics,soweteachersshouldmakethestudent'
sshowtheirdistinctgendercharacteristicsthroughlearningactivities.Andithasagreatinfluenceonacquisitionoflanguage(especiallyEnglish).Thesedifferencesmainlydisplayinthefollowingaspects:
perceptionsandmemoryingenderdifference.
First,Feelingandperceptionarethebeginningofallhumanactivitiesandalsothefoundationofknowledge.Accordingtotheresearchathomeandabroad,theperspectiveofmaleismoresensitivethanwomen,whilethehearing,smell,painandtactilesensationsofwomenaresignificantlyhigherthanmale,especiallythefingertiptactilesensitivity,whichmakeswomenmoreoutstandingthanmeninthefieldoffineoperatingactivities.Asaresultofthesedifferences,thereareobviousdifferenceinperceptionbetweenmenandwomen.AmericanpsychologistMichaelBryantconcludedthatthemaleisgivenprioritytovisualperceptionandspatialperception(includingtheotherpartyandthegraphofobservation),andwomentakeadvantageintheauditoryperceptionofvoicerecognitionandpositioning(especiallydiscernpitch).SogirlsEnglishlisteningcomprehensionabilityisbetterthanboys. Second,accordingtothecontentsofmemory,itisusuallydividedintoimagememory,moodmemory,logicalmemory,andmotionmemory.Maleandfemalestudentsaresignificantlydifferentinthecontentsofmemory.Boysaregoodatlogicmemory,whilegirlsaregoodatimage,emotion,andmotionmemory.Anditissurprisingthatgirlscanarousesomeexcitingandpainfulmemorymaterialsaccordingtoacertainkindofrepresentationoremotion.Inthenatureofthecontentstomemory,boysattachgreatimportancetotheunderstandingfromthepoint,andtheypaymoreattentiontothememoryofmaterialswiththeo
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