scholarly journals Request Strategies and Gender Differences among Bangladeshi Students within Online Classrooms

2021 ◽  
Vol 3 (9) ◽  
pp. 01-08
Author(s):  
Shafinaz Sikder
Keyword(s):  
Gender Differences ◽  
Speech Act ◽  
Female Students ◽  
Cross Cultural ◽  
Small Scale ◽  
London School ◽  
Online Classrooms ◽  
The Cross ◽  
Request Strategies ◽  
And Gender

This research tried to identify the type of requests made by the students within a few Bangladeshi online classrooms. The study also aimed at focusing on possible gender differences between the students based on the requests they made. It adopted the research method used by Onem (2016), who investigated how men and women make requests and observed how they differ in the case of being polite and showing directness. Since there have been no previous studies conducted like this before, this paper analysed and categorized the types of requests by addressing the research gap. The theoretical framework relied on the Cross-Cultural Speech Act Realization Project (CCSARP), outlined by Blum-Kulka and Olshtain (1984). Three video records of online classes of “London School of English, Keraniganj, Dhaka, Bangladesh” were undertaken as the main data which was observed naturally followed by analysis and interpretation. The data analysis framework was also undertaken from the Cross-Cultural Speech Act Realization Project (CCSARP) theory by Blum-Kulka and Olshtain (1984). To analyse the data gathered from the videos, a particular coding scheme of (CCSARP) was used. The result obtained showed that the female students made around 62.5% requests while the male students did only around 37.5%. The requests made by the female students were not only significantly higher but they were more polite than the males. Therefore, this small-scale study is expected to help teachers and both male and female students improve their communication skills.  The types of requests identified in this study might help students of both genders become aware of their request-making techniques and help the researchers understand the process of request-making in the students' minds.

A Deeper Look into Requests: Insight from Jordanian Speakers of Arabic Vis-À-Vis American English Speaker

2019 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Rula Tahsin Tarawneh ◽  
Riyad F. Hussein
Keyword(s):  
Speech Act ◽  
American English ◽  
Real Life ◽  
Cross Cultural ◽  
English Speaker ◽  
Completion Task ◽  
English Majors ◽  
Indirect Requests ◽  
The Cross ◽  
Request Strategies

This study sought to investigate the differences between the request strategies used by Jordanian and American speakers. Data for this study were collected via a Discourse Completion Task (DCT) questionnaire, incorporating 16 real-life scenarios in the form of short descriptive statements. In accordance with the Cross-Cultural Speech Act Realization Patterns, participants' responses (n= 30) divided into three groups (Jordanian Non-English Majors, Jordanian English Majors and American participants). The data were analyzed and further classified into three types based on their level of directness: (i) direct (D), (ii) conventional indirect (ID), and (iii) non-conventional indirect requests (NID).The results of this study indicate that the act of requesting is performed differently by the three groups of participants. The results also showed that strategy (Reference to Preparatory Cond.) was ranked the highest in percent (87.5%, 67.5%) for the two groups American and Jordanian “Male”) respectively, and (86.3%, 76.3%) %) for the two groups American and Jordanian “Female”) respectively. Also, results showed that the strategy (Locution Deliverable) was ranked the lowest by the Jordanian females sample, just (1.9%).

scholarly journals Politeness Strategies and Gender Differences in the Speech Act of Rejection among the Malays in Malaysia

2018 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Nur Asyrani Binti Che Ismail
Keyword(s):  
Gender Differences ◽  
Speech Acts ◽  
Speech Act ◽  
Female Students ◽  
Oral Discourse ◽  
Men And Women ◽  
Completion Task ◽  
The Future ◽  
Politeness Strategies ◽  
And Gender

Men and women utilise language to serve various purposes. Making rejection falls as one of the functions through which gender differences in the language may be identified. Research seems to suggest that men and women construct and incorporate politeness differently while performing speech acts of rejection. Therefore, this study aims to identify the positive and the negative politeness strategies that both genders use in making a rejection and also to compare, to what extent politeness strategies of males differ from those of females in making rejection. This study employs the framework of Brown and Levinson’s Model of Politeness (1987) where it is realised through a set of questionnaire involving nine different situations and is formulated based on an oral Discourse Completion Task. The oral DCT is tested on 50 male and 50 female students of International Islamic University Malaysia. As a whole, males use more positive and negative politeness strategies than females when making rejections. While in a broader context, both genders are generally explanative and apologetic when making rejections. Therefore, this study is able to suggest better ways for society members in the future on how to make appropriate rejections to each other.

A Cross-Cultural Examination of Student Attitudes and Gender Differences in Facebook Profile Content

2013 ◽  
pp. 217-234
Author(s):  
Katherine Karl ◽  
Joy Peluchette ◽  
Christopher Schlagel
Keyword(s):  
Gender Differences ◽  
Student Attitudes ◽  
Cross Cultural ◽  
Future Research ◽  
Country Differences ◽  
And Gender ◽  
Types Of Information ◽  
Student Reports

This paper examines cultural and gender differences in student reports of the likelihood that they would post various types of information on their Facebook profiles and their attitudes regarding non-students accessing their profiles. Significant gender and country differences were found. In general, U.S. students were more likely than German students to report they would post extreme information. Males in both countries (U.S. and Germany) were more likely than females to self-promote and be extreme in the information they would post and less concerned if employers viewed their profiles. Both U.S. and German students reported several items they would likely post on their profiles, but did not want employers to see. Implications of these results and recommendations for future research are also discussed.

scholarly journals Turn-taking and gender differences in language classroom

2018 ◽  
Vol 23 (1-2) ◽  
pp. 54-67
Author(s):  
Kaukab Abid Azhar ◽  
Nayab Iqbal
Keyword(s):  
Gender Differences ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Female Teacher ◽  
Male And Female ◽  
Language Classroom ◽  
And Gender ◽  
The University ◽  
Mixed Gender

The study aims at studying gender differences in the ways male and female students take turns and participate in a mixed-gender classroom. Two groups of first-year English compulsory classes held at two different departments (Geography and Economics) at the University of Karachi took part in the study. The results revealed that in the Geography Department, where there was a female teacher, male students were more dominating as compared to the female students who hardly participated in the class. They took more turns and participated better in the classroom discussion. In addition, they also interrupted the teacher and the female counterparts when they tried to contribute to the discussion. On the other hand, at the Department of Economics, female students had more number of turns. They dominated the classroom as compared to the male students. Besides, the study revealed that the gender of the teacher played an important part in shaping the discourse taking place in the classroom.

Temperament and Personality

2016 ◽  
Author(s):  
Maria A. Gartstein ◽  
Samuel P. Putnam ◽  
Elaine N. Aron ◽  
Mary K. Rothbart
Keyword(s):  
Gender Differences ◽  
Early Childhood ◽  
Empirical Support ◽  
Clinical Applications ◽  
Cross Cultural ◽  
History Of ◽  
And Gender

This chapter provides an overview of theory and research addressing temperament and personality, particularly as these are relevant to clinical applications. Our review begins with a brief history of influential frameworks and foundational constructs, including aspects they share in common and others engendering disagreement. Measurement approaches, development of temperament/personality, the biological underpinnings, and studies addressing cross-cultural and gender differences, are also noted in this review. The chapter concludes with problems in adaptation associated with temperament, focusing on ameliorating those difficulties through clinical applications of temperament and personality constructs with children and adults. Importantly, a developmental, empirically focused perspective informed this chapter, and as a result, this work includes references to developmental periods from early childhood to adulthood, emphasizing approaches that have received empirical support.

scholarly journals Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

2020 ◽  
Vol 17 (16) ◽  
pp. 5729 ◽  
Author(s):  
Cezary Kuśnierz ◽  
Aleksandra M. Rogowska ◽  
Iuliia Pavlova
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Academic Motivation ◽  
Five Factor Model ◽  
Cross Cultural ◽  
And Gender ◽  
The Relationship

Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.

scholarly journals Request Strategies in Everyday Interactions of Persian and English Speakers

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401667947
Author(s):  
Shiler Yazdanfar ◽  
Alireza Bonyadi
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
American English ◽  
Speech Act Theory ◽  
Cross Cultural ◽  
English Speakers ◽  
Cross Cultural Study ◽  
Daily Interactions ◽  
Request Strategies ◽  
American English Speakers

Cross-cultural studies of speech acts in different linguistic contexts might have interesting implications for language researchers and practitioners. Drawing on the Speech Act Theory, the present study aimed at conducting a comparative study of request speech act in Persian and English. Specifically, the study endeavored to explore the request strategies used in daily interactions of Persian and English speakers based on directness level and supportive moves. To this end, English and Persian TV series were observed and requestive utterances were transcribed. The utterances were then categorized based on Blum-Kulka and Olshtain’s Cross-Cultural Study of Speech Act Realization Pattern (CCSARP) for directness level and internal and external mitigation devises. According to the results, although speakers of both languages opted for the direct level as their most frequently used strategy in their daily interactions, the English speakers used more conventionally indirect strategies than the Persian speakers did, and the Persian speakers used more non-conventionally indirect strategies than the English speakers did. Furthermore, the analyzed data revealed the fact that American English speakers use more mitigation devices in their daily interactions with friends and family members than Persian speakers.

Vive la Différence

2009 ◽  
pp. 2644-2654 ◽  
Author(s):  
David Gefen ◽  
Nitza Geri ◽  
Narasimha Paravastu
Keyword(s):  
Gender Differences ◽  
Cultural Differences ◽  
Online Courses ◽  
Cross Cultural ◽  
Cultural Patterns ◽  
Men And Women ◽  
Cross Cultural Differences ◽  
Usage Patterns ◽  
Gender Based ◽  
And Gender

In the ITC cross-cultural literature, we often talk about the differences among peoples and how their respective culture and history may affect their adoption and preference usage patterns of ITC. However, do we really need to look that far to find such cross-cultural differences? Considering language is one of the major defining attributes of culture, this article takes a sociolinguistic approach to argue that there is also a cross-cultural aspect to ITC adoption within the same culture. Sociolinguists have claimed for years that, to a large extent, the communication between men and women, even within the supposedly same culture, has such characteristics because men and women communicate with different underlying social objectives and so their communication patterns are very different. This article examines this sociolinguistic perspective in the context of online courses. A key finding is that although the stage is set to smother cultural and gender differences if participants wish to do so through ITC, gender based cultural patterns still emerge. These differences were actually strong enough to allow us to significantly identify the gender of the student, despite the gender neutral context of the course discussions. Implications for ITC, in general, in view of this Vive la Différence, are discussed.

CROSS-CULTURAL RESPONSE STYLES ON THE KIRTON ADAPTION-INNOVATION INVENTORY

1999 ◽  
Vol 27 (4) ◽  
pp. 413-419 ◽  
Author(s):  
Kunio Shiomi ◽  
Robert Loo
Keyword(s):  
Gender Differences ◽  
Cross Cultural ◽  
Response Styles ◽  
The Past ◽  
Cross Cultural Differences ◽  
Industrialized Nations ◽  
National Response ◽  
And Gender ◽  
Substantial Degree ◽  
Cross National

The Kirton Adaption-Innovation Inventory (KAI) has been a widely-used measure including use in cross-cultural and cross-national studies over the past 20 years. However, researchers have generally neglected the issue of cross-cultural response styles and simply accepted differences in KAI scores as indicators of real cross-cultural differences. The present study examined the KAI scores of Canadian and Japanese samples to identify any cross-national and gender differences in response styles. Overall, the results of analyses at the subscale and itemlevel suggest possible differences in cross-national response styles but not to any substantial degree. It is suggested that cross-cultural and gender differences in response styles may be diminishing, at least, in the industrialized nations. Several recommendations are presented to facilitate future study on this issue with the KAI.

Sign in / Sign up

Export Citation Format

Share Document