Discourse gender differences between native and non-native speakers of English: Discourse analysis of male and female narrations of recently watched movies

2016 ◽  
Vol 9 (2) ◽  
pp. 27-40
Author(s):  
Nadezhda CHUBKO
2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Layla Hajiesmaeli ◽  
Laya Heidari Darani

<p>This article was intended to explore the frequency and order of communication strategies used by Iranian male and female EFL earners as well as English native speakers while facing communication breakdowns. Furthermore, it was aimed to investigate the difference between native speakers and non-native speakers of English in their use of communication strategies. In addition, it was probed whether gender had any effects on the use of these strategies among native and non-native speakers. To this end, the data were collected through the communication strategy questionnaire distributed among 30 male and female Iranian intermediate EFL learners and 15 English native speakers. The design of this study was a quantitative one in which the questionnaire and thus numerical data were applied. To analyze the data, Cronbach alpha and independent-samples t-tests were used. The results indicated that non-verbal and social affective strategies were the most frequent strategies used by non-native speakers and native speakers of English, respectively. Furthermore, there was no significant difference between male and female Iranian EFL learners, but a significant difference between male and female English native speakers were seen. It can be concluded that language proficiency can contribute to the type and frequency of communications strategies which are used non-native speakers; likewise, it can play a significant role in gender differences in language use.<em></em></p>


2021 ◽  
Vol 4 (4) ◽  
pp. 208-221
Author(s):  
Mohammad Mehdi Tahanzadeh ◽  
Mansoore Shekaramiz ◽  
Marjan Abyavi ◽  
Reihaneh Shamei

The present study investigated the gender differences in producing all English rounded vowels /u:/, /ɔ:/, /ʊ/ and /o/ in Iranian EFL learners' speech in comparison with native ones. Sixty Iranian EFL learners including 30 males and 30 females were selected as the participants of this study. Oxford proficiency test (OPT, 2001) was conducted in order to ensure the learners were truly homogenous with regard to their English proficiency level. All learners were right-handed, Persian monolingual native speakers with no brain injuries, hearing or visual problems that interfered with their performance in the test. Four words containing English round vowels with CVC syllable structure were selected and put inside the carrier sentence ''Say......please''. In fact, each learner uttered the carrier sentences separately. Via PRAAT software (win 64), the voices of the participants were recorded and analyzed for obtaining the first and the second formants (F1 and F2) of each vowel. The obtained data from male and female speeches were compared to each other to find their differences. The results showed in F2 values, there were gender differences considering the consonantal context. This study demonstrated that for males, the degree of backness of vowel /u:/ was less than that of vowel /ɔ:/, but for females it was vice versa. For both vowels, male's mean F1 was lower than female's mean F1 and male's mean F2 was higher than female's mean F2. The present study showed gender differences in producing English rounded vowels. So, the results can be used in classes which contain only one gender. The findings of this study can bring about some pedagogical implications for teaching English diphthongs, triphthongs and English rounded vowels.


1990 ◽  
Vol 11 ◽  
pp. 135-151 ◽  
Author(s):  
Marianne Celce-Murcia

Only relatively recently has discourse analysis begun to have an impact on how English grammer (i.e., the rules of morphology and syntax) is taught to non-native speakers of English. In fact, a majority of teachers of English to speakers of other languages still conceive of grammer, and thus teach grammer, as a sentence-level phenomenon (if and when they teach it). This state-of-affairs reflects a rather counterproductive view of grammer since, as Bolinger (1968; 1977) has long argued, there are relatively few rules of English grammer that are completely context-free.


2017 ◽  
Vol 6 (2) ◽  
pp. 311
Author(s):  
Zulfa Sakhiyya

Questioning is a potential means to establish identity in social interaction, and thus it helps position oneself in relation to others. However, this relationship between question and social identity remains relatively under-explored in the theoretical territory (Kao & Weng, 2012; Tracy & Naughton, 1994). This paper contributes to this area of inquiry by employing critical discourse analysis in investigating the construction and negotiation of social identity through questions. Data are drawn from four sets of casual conversations I conducted with two native and two non-native speakers of English. Two stages of analysis are carried out. Firstly, I present and distribute the questioning patterns that emerge from the conversation. Secondly, I analyse the questioning process and its relation to the negotiation of social identity. Findings and discussion reveal that social identity is multiple: as a site of struggle and subject to change. The negotiation of identity through questions is evident from the emerging patterns of the length of interrogative form, repetitive questions, and the intensity of social control.


2006 ◽  
Vol 99 (2) ◽  
pp. 315-321 ◽  
Author(s):  
Saundra K. Wright

Investigations of first names in English have found that male and female names are distinguished by different phonological characteristics. This paper reports on findings that suggest native speakers of English rely on those same cues when making judgments about the sex of names with which they are unfamiliar. When presented with 40 novel, i.e., “invented” names, 25 university undergraduates judged one-syllable names and consonant-final names as male names; however, they judged two-syllable names and vowel-final names as female names. These findings indicate that certain phonological features are strong enough predictors of sex that they can be used to designate sex even with names never before encountered.


2020 ◽  
Vol 30 (2) ◽  
pp. 281-296
Author(s):  
Zulma Xiomara Rueda García ◽  
Encarna Atienza Cerezo

As the demand for English language skills among non-native speakers globally has grown steadily so too has the number of ‘global textbooks’ for ELT aimed at a world market. Concurrently, critical perspectives of the expansion of English have begun to challenge the view that native speaker contexts ‘own’ English. Based on the aforementioned, and on reflective approaches to culture, our objective is to analyze critically the representations of speakers of English as a second or foreign language offered by two global ELT textbooks, to discuss the issues of essentialization and reproduction of stereotypes about the “non-native” speakers of English and their sociocultural characteristics in the constructed image. To achieve this purpose, we apply a methodology based on a sociocognitive approach to Critical Discourse Analysis (CDA) (Van Dijk, 2013), the concept of sociocultural knowledge as stated by the Common European Framework of Reference for Languages (CEFR), and critical perspectives of culture according to Holliday, Kullman, and Hyde (2004). Our findings indicate that, though the books include ‘non-native’ speakers in an attempt to address multiculturalism, their representation is generic, portraying a reified image of their sociocultural traits and presenting diversity mostly through national labels.


2013 ◽  
Vol 75 (08/09) ◽  
Author(s):  
V Kretschmer ◽  
JB du Prel ◽  
R Peter ◽  
S Tophoven

Mousaion ◽  
2016 ◽  
Vol 34 (2) ◽  
pp. 1-14
Author(s):  
Kelly De Villiers ◽  
Johann Louw ◽  
Colin Tredoux

Two studies were conducted to investigate gender differences in a sample of young South African readers from poor communities. In the first study, the self-reported reading preferences of 2 775 readers on a mobile phone platform supplied by the FunDza Literacy Trust were surveyed. Both male and female readers indicated that they liked four genres in particular: romance, drama, non- fiction, and stories with specific South African content. There were nevertheless some differences, such as that a higher percentage of males liked stories involving sport. The second study examined the unique FunDza site visits made by readers, as a proxy measure of what they actually were reading. Four genres stood out: romance, drama, biography, and action/adventure. Again the similarity between male and female readers was noticeable, although many more females than males read content on the site.


Sign in / Sign up

Export Citation Format

Share Document