The Impact of Gender on Attainment in Learning English as a Foreign Language

Autor/in	Glówka, Danuta
Titel	The Impact of Gender on Attainment in Learning English as a Foreign Language
Quelle	In: Studies in Second Language Learning and Teaching, 4 (2014) 4, S.617-635 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Gender Differences; Second Language Learning; English (Second Language); Secondary School Students; Vocational Schools; Teacher Attitudes; Student Attitudes; Educational Policy; Language Teachers; Foreign Countries; Sociolinguistics; Interlanguage; Role; Likert Scales; Statistical Analysis; Student Characteristics; Questionnaires; Semi Structured Interviews; Grounded Theory; Poland + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Sekundarschüler; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Lehrerverhalten; Schülerverhalten; Politics of education; Bildungspolitik; Language teacher; Sprachunterricht; Ausland; Soziolinguistik; Zielsprache; Rollen; Likert-Skala; Statistische Analyse; Fragebogen; Polen
Abstract	This study examined the impact of gender on students' achievement in learning English as a foreign language in secondary and higher vocational schools in Poland, as well as teachers' and students' opinions concerning the importance of this influence. The collected data provided ample evidence that girls achieved significantly better results than boys. Such results support the socio-linguistic finding that female students outperform males as they are more open to new linguistic forms in the target language and eradicate interlanguage forms that deviate from target language norms more readily than their male counterparts (Ellis, 2012). However, these findings were not reflected in the opinions of the student and teacher participants. Both parties held a strong conviction that gender played no major role in learning English. The article concludes by outlining some implications for educational policy makers and foreign language teachers. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01