语言学能视角中的二语习得性别差异研究

语言学能是形成二语习得个体差异的重要因素之一。本研究旨在调查在影响二语习得个体差异的语言学能方面是否存在性别差异。研究发现受试大学生在语言学能方面不存在性别差异,外语学习水平性别差异并非源于语言学能。     

从社会语言学的角度看英语语言中的性别差异

随着世界一体化的到来,语言在人们的生活中占据着越来越重要的作用。语言和文化息息相关,二者都是反映社会的镜子。语言中的性别差异是社会语言学的重要研究领域,了解语言中的性别差异将会帮助两性消除交流中的隔阂。本文将从社会语言学的角度出发,从语音语调、词汇、语法以及运用语言的习惯这四个方面来探究英语语言中性别差异的根源。     

语言与性别差异初探

当今人们越来越重视比较各语言之间的异同．由性别差异而引起的语言使用的差异因此也成为语言学关注的焦点之一。它不仅蕴含着语言使用者的文化、心理,而且反映出社会规范。本文从普通语言学的角度,探讨了在语音、词汇、礼貌、言语交际等方面表现出来的性别差异,并试图对性别差异现象作出科学、准确、客观的解释。     

两性语言的语言学特征差异

语言中的性别差异是客观存在的社会现象.本文试从语音与语调、词汇、句法等语言学方面的特征探讨了两性语言的差异,并从心理、生理、社会三个角度说明了导致语言中性别差异的原因.     

论语言中的性别差异

语言中的性别差异是一种普遍存在的社会现象.语言性别差异研究一直是社会语言学所关注的焦点.本文从社会语言学的角度,阐述了英语中性别差异的具体表现,并分析了这些差异产生的根源及其所反映的社会现象.     

社会语言学视角下的英语语言性别差异

语言与性别一直是社会语言学研究的重要内容。文章从社会语言学的角度,论述了英语中性别差异的具体表现,并分析了形成这些差异的原因及男女说话者使用语言时的差异所反映的社会现象。     

认知语言学在日语教学中的课题与反思

认知语言学的理论主张、研究方法和研究成果近年来在外语教学和对外汉语教学领域得到了越来越广泛的应用和研究。在日语教学领域,我们尝试了认知语言学提出的一些假设、理论和模型,从认知语义、认知语用、认知心理三个方面确立了日语教学中的研究领域和课题,在验证认知语言学假设和理论有效性的同时,也考察了认知语言学研究中存在的某些不足和局限性。     

帕尔默文化语言学的认知基础

美国著名人类语言学家帕尔默构建了文化语言学理论,在语言学与文化研究领域具有创新意义。他丰富与发展了人类语言学的三大传统,与认知语言学加以整合,构建了一种能够更好解释语言现象的理论——文化语言学。通过评析帕尔默在其文化语言学中对人类语言学三大传统与认知语言学进行整合的动因、帕尔默文化语言学中的人类语言学情结、认知系统及其核心概念,可从中得到更多启示。     

性别差异在英汉语体中的反映

从社会语言学角度探讨性别差异在英汉语言中的语法句式、词语选择、禁忌语和谈话题材等语体方面的表现.     

基于社会语言视角解读萧伯纳代表作《卖花女》

社会语言学将语言学和社会学的研究方法相结合,关注语言与社会各因素的关系,如社会阶层、地域和性别差异等。从社会语言学的视角赏析《卖花女》可以为该作品的分析提供新的视角。     

Discourse Roles,Gender and Language Textbook Dialogues: Who learns what from John and Sally?

ABSTRACT Much work has been done on gender stereotyping in textbooks for foreign language teaching. However, little has focused on the language of dialogues, which are a characteristic feature of language textbooks. In the light of this gap, this article describes the author's own study analysing discourse roles in dialogues in three recent text books for the teaching of English as a foreign language. The results showed an encouraging level of gender fairness. The authors then explore whether this fairness was achieved through the creation of gender balance in social and occupational roles, and suggest that this was so in the case of these three books. They also discuss the negative implications of gender-imbalanced dialogues for female students + language practice opportunities. This study has implications for language teachers, teacher educators, and writers and publishers of language teaching materials.     

An exploration of EFL teachers’ attributions

The present study investigated English as a foreign language (EFL) teachers’ attributions of success and failure. It also set out to investigate whether these attributions vary by teachers’ age, teaching experience, gender and educational level. To do so, 200 EFL teachers were selected according to convenience sampling among EFL teachers teaching English in Language Institutes in Mashhad and Tehran, two cities in Iran. The participants completed the language teacher attribution scale measuring four attributions: teaching competency (TC), teacher effort (TE), student effort (SE) and institution supervision (IS). The present study yielded mixed results regarding English language teachers’ attributions of success and failure events. It was also found that these attributions vary by their age, teaching experience and educational level, but not by gender. The discussion and implications of the research are further presented with reference to the earlier findings.     

大学生外语学习观念性别差异研究

本研究采用定量研究。通过对广东某高校81名大学生外语学习观念的调查,结果显示：外语学习观念的五个因素都在不同程度上影响着学生的学习;此外,男生和女生在总体的外语学习观念上不存在显著的差异,但在语言学习难度、动机和期望学习观念方面,男生和女生存在显著的差异。基于本研究结果,本文提出了相关建议以期提高英语教学成效。     

Gender Differences in Language Learning and the Implications for EFL Teaching

Gender difference is one of the important factors which affect language learning. This paper reviews the current researches on gender differences in language learning in an EFL context, especially gender differences in affective aspect, language learning strategy use, and other aspects. Finally, it will talk about the pedagogical implications for English teaching, aiming to help the teachers to improve their English teaching in an EFL context.     

基于学习者母语思维与文化背景的二语习得研究

二语习得研究是当今外语教学研究的热点,其主要焦点在于如何提高二语习得的绩效。影响二语习得绩效的因素较多,包括语言学习能力与学习策略、认知方式与学习动机、性格与情感、年龄与性别、文化背景与母语水平等。本文研究的重心,在于分析学习者的文化背景与母语思维的对二语习得的影响。     

性别研究与语言教学的酷儿理论解释

本文论述了酷儿理论产生的背景和相关理论基础,以及关注的主要议题.然后,就性别与语言教学研究中酷儿理论的应用进行了阐述分析.文章认为,性别与语言教学研究应该考虑多种社会文化因素的观点,同时也指出了未来的挑战.     

Gender and Language Use

Linguistic forms used by male and female contrast to different degrees in all speech communities.This heated and controversial topic of language and gender has evoked a considerable amount of research and discussions from various perspectives.Thus,this paper pro vides comprehensive definitions around gender in sociolinguistics.It also summarizes and synthesizes the relevant research considering gen der differences in language use.Lastly,it investigates the connection between gender studies and ESL classroom teaching and puts forward several practical and feasible recommendations on the applications of this concept to the professional teaching in TESOL classroom.     

On Gender Differences in Language Learning Styles

Language learning style, serving as one of the elements of individual differences in foreign language learning, has substantial significance of research for EFL teaching. Males' and females' language learning styles are quite different. This paper illustrates the gender differences in language learning styles from sensory, cognitive and personality perspectives, and offers some suggestions for EFL teaching.     

汉英亲属称谓语的性别差异研究

语言使用中的性别差异现象是近年来非常热门的话题。亲属称谓语作为称谓语系统的基本组成要素,不但反映了语言与性别的关系,而且在跨文化交际研究中也发挥了积极作用。本文通过比较汉英亲属称谓语揭示出性别差异产生的内在原因,并探讨了研究结果对外语学习和外语教学的意义。     

英语专业教师话语性别差异探究

男性和女性在交际方式上存在着"性别话语",不同的性别话语会形成迥然不同的教学风格。本文从话语量、提问方式、反馈方式、体态语和课堂导入五方面来探讨不同性别的英语专业教师的话语差异以及由此而产生的对学生语言学习的影响。