Projecting Gender Identity Through Metadiscourse Marking: Investigating Writers’ Stance Taking  in Written Discourse

Seyyedrezaie, Zari Sadat; Vahedi, Vahideh Sadat

doi:10.17509/ijal.v6i2.4915

Cited by 12 publications

(8 citation statements)

References 27 publications

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“…Giles (2008) has noted that gender is an important aspect influencing communication strategies of people besides other factors such as ethnicity, occupational status, and age. As a result, many scholars had made gender issues as the area of investigations (Keeler, 1990, Kuipers, 1990Hassan, 2000;Mahmud, 2008;Amir, Abidin, Darus, & Ismail, 2012;Mellor & Fung, 2012;Koeser & Sczesny, 2014;Ali & Krish, 2016, Anshori, 2016Aziz, Jin, &Nordin, 2016, andSeyyedrezaie &Vahedi, 2017).…”

Section: Introductionmentioning

confidence: 99%

Exploring Students’ Learning Strategies and Gender Differences in English Language Teaching

Mahmud

Nur

2018

ijole

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The main objective of this paper is to explore the learning strategies of male and female students and to discuss those strategies in relation to gender differences. This research was conducted in one senior high school in Makassar, Indonesia. The number of respondents was 71 students taken randomly by using Slovin formula among 250 students. The study used quantitative and qualitative data. The quantitative data were collected by using a questionnaire of SILL whereas the qualitative data were taken by using interview. The learning strategies were discussed based on Oxford's learning strategies (1990) whereas the notion of gender differences in relation to learning strategies was discussed in the framework of gender differences in communication proposed by Lakoff (1975, 1976) and (Tannen, 1990, 1994). Findings from the questionnaire show that female students use cognitive, compensation, and affective strategy more often compared to male students while male students use memory, metacognitive, and social strategy more often compared to female students. Findings from the interview show that female and male students chose different learning strategies. In addition, those learning strategies were influenced by the notion of gender differences in communication. These findings significantly give beneficial inputs to the process of English language teaching in order to create effective teaching and classroom interaction. It also provides significant contribution to the study on language and gender in communication in a setting of education and language teaching.

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Section: Introductionmentioning

confidence: 99%

Exploring Students’ Learning Strategies and Gender Differences in English Language Teaching

Mahmud

Nur

2018

ijole

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“…On the other hand, informal conversation can usually depict the different involvedness level of gender because of its 'interactional nature' (Argamon et al, 2003, p. 322). In English articles written by Persian speakers, female writers used the same pattern as their native counterparts, while male ones were affected mostly by their native language (Seyyedrezaie and Vahedi, 2017). In addition, Hosseini and Tammimy (2016) and Jasmani, et al (2011) found that verbs and pronouns may also provide distinctive gender-oriented information.…”

Section: Introductionmentioning

confidence: 93%

An Investigation of Different Language Choice through Personal Pronouns in the Twitter

Abdurahman

2017

IJEFLL

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“…Mastering a foreign language is impossible without active communication, the form and effectiveness of which largely depend on the gender behavior of students. Kissau [14], and Seyyedrezaie & Vahedi [15] consider gender to be an important aspect of individual student differences; as a result, gender influences and is influenced by many other variables. Many researchers have been trying to reveal gender differences that affect learning styles and strategies.…”

Section: -Literature Reviewmentioning

confidence: 99%

Gender Characteristics of Individual’s Linguistic Behavior in the Context of Future Translators’ Professional Training

Bloshchynskyi

Bahrii²,

Nanivska³

et al. 2022

Emerg Sci J

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The article seeks to investigate the gender differences of individuals in foreign language learning and reveals the peculiarities of the implementation of linguistic behaviour in the context of a gender role approach in the process of foreign language teaching to future translators. The purpose of the article is to analyze the gender differences in the implementation of future interpreters’ linguistic behavior, to develop and check the program of their foreign language skills development, and to make practical recommendations for improving the professional training, taking into account the gender peculiarities. Methods of research: theoretical, empirical, psychodiagnostic, and testing methods. The study reveals the main gender differences in the teaching of both male and female students, with a focus on the peculiarities of their perception, thinking, and foreign language abilities in general. The program and practical recommendations to foreign language instructors on the foreign language ability development of future interpreters are presented in the article based on a gender approach. The results of the research indicate that gender does affect foreign language learning styles. It has been found that considerable attention should be paid to overcoming the gender gap in the educational achievements of male and female future translators. Therefore, the authors consider it appropriate to teach a foreign language in mixed groups without dividing male and female students into separate subgroups. Doi: 10.28991/ESJ-2022-SIED-014 Full Text: PDF

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Projecting Gender Identity Through Metadiscourse Marking: Investigating Writers’ Stance Taking in Written Discourse

Cited by 12 publications

References 27 publications

Exploring Students’ Learning Strategies and Gender Differences in English Language Teaching

Exploring Students’ Learning Strategies and Gender Differences in English Language Teaching

An Investigation of Different Language Choice through Personal Pronouns in the Twitter

Gender Characteristics of Individual’s Linguistic Behavior in the Context of Future Translators’ Professional Training

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