Language and Gender Politeness Strategies in Language and ...
Language and gender
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Transcript of Language and gender
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Language and gender
APLNG 491Elise & Jingjing & Sherry
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Size of the word: the strength of the correlation with genderColor: relative frequency of usageWords and phrases are in the centerTopics: represented as the 15 most prevalent words, surround.
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Language and gender Sex: biological differences, like chromosomes, hormonal profiles, internal and external sex organs
Gender: ‘the social condition of being a man/woman’; masculine/feminine characteristics
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Language and gender
Do you think there are gender differences in L1/L2 Language Use ?
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Prevailing arguments
Men referred more to object properties and impersonal topics (things and facts).
Men favor more competitive speech styles and genres.
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Prevailing arguments
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Women used more words related to psychological and social processes(feelings and relationship)
Women are more cooperative, empathetic, and nurturant
Women are innately endowed with superior verbal abilities and a greater predisposition towards verbal communication.
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Prevailing arguments
Lakoff (1975) suggested that women speak a ‘powerless language’- uncertain, weak, excessively polite-and rely on hedges, tag questions, emphatic stress, and hypercorrect grammar. This language is forced on them as the price of social approval for being appropriately feminine.
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Our argument..❖ Gender is not a set of traits, a variable or a role,
but is a social, historical and cultural product, constructed relations of power, produced and reproduced in interaction between and among men and women.
❖ Masculinities and femininities, as well as beliefs and ideas about relations between the sexes, may vary across cultures as well as over time within a culture.
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Examine language and gender in a new light
❖ Power and inequality
❖ Gendered agency, motivation, and investment
❖ Socialization patterns
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Power and Inequality ---Gendered access to linguistic resources
Gender as a system of social relations and practices structures differential opportunities for access to linguistic resources.
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Power and Inequality ---Gendered access to linguistic resources
Example 1Goldstein’s (1995)
Culture context: Portuguese women, lack of family responsibilities, inappropriate in the same classroom with male strangers
Certain culture prevents women from accessing to second language resources
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Power and Inequality ---Gendered access to linguistic resources
Example 2Harvey (1994)
Culture context: Indigenous women’s access to Spanish, South America
Ideal masculinity- high value of being bilingual Ideal femininity- firmly inside community
Inside world
Female transmitters of home languages
MaleMediator
Outside world
finance and knowledge
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Power and Inequality ---Gendered access to linguistic resources
Example 3Pichette (2000)
Context: a number of male and female Westerners living in Japan comparing
contexts in which they use the language and their linguistic achievements.
Western men have many more chances to participate in formal interaction, as a result, acquire the language in a wider range of context than Western women.
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Pedagogical Implication• Understand students’ cultural constraints
• Offer varied resources
• Make wise pedagogical decision: grouping
• Do not treat students as undifferentiated group, value individual differences
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Gendered agency, motivation & investment
❖ Influence the decision-making process
❖ Influence the outcomes of second language learning and language shift
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Gendered agency, motivation & investment Example 1 Piller & Takahashi’s study (2006)
Self-interested motives of women
A group of Japanese women who had invested significant resources in acquiring English because of their desire to contract relationships with Anglophone men.
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Gendered agency, motivation & investment
Japan men
Higher level of
job-security
lower rates of divorce
Anglo-saxon men
More glamorouslooking
less traditional in their attitudes to women
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Gendered agency, motivation & investment
Example 2Herbert (1992)
Self-interested motives of men
Thonga people in South Africa Men lead the language and culture shift to Zulu.
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Gendered agency, motivation & investment
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Gendered agency, motivation & investment
Women
Higher prestige More power
Men
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Gendered agency, motivation & investment
Example 3Aikio (1992)
Women from Sami community, Finland
World War II refuse to learn shift to FinnishFinnish
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Gendered agency, motivation & investment
Sami women
Higher social & economic status
Freedom to travel
Finnish women Economically disadvantaged
Dependent on their husbands
Forced to stay in one spot
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Pedagogical implication● Make ongoing assessment
● Do ongoing adjustment
● Encourage learners’ investment
● Provide varied opportunities and resources accordingly
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Socialization patterns
❖ Gendered peer networks influence the patterns of language use
❖ Socialization agents influence second language learning outcomes (textbook, social media)
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Socialization patternsExample 1 Marjorie Harness Goodwin (2006)
Interactions among a group of pre-adolescent girls in Los Angeles
Girl's speech styles contest the generalization that girls acquire a more supportive, cooperative style.
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Socialization patterns
● Internal hierarchy ● Issue of orders:leaders, followers● Tag-along girl, subjected to bullying● Argue about rules● Engage in boasting: skills, possession, wealth
of families
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Socialization patternsExample 2 Woodlard (1997) case study
Gendered friendship circles in high school in Barcelona area
Gendered friendship practices can affect the use of bilingual repertoire.
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Boys: ethnically mixed and linguistically diverse (mixed Catalan and Castilian boys)
Girls: ethnic and linguistic homogeneous group
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Socialization patternsExample 3McGregor, 1998; Siegal & Okamoto, 1996
EFL textbooks revealed stereotyped male and female in texts and illustrations
❏ Chairman v.s Chair leader❏ man v.s human❏ man-made v.s manufactured❏ policeman/policewomen v.s police officer❏ Pronoun he v.s male and female
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Why avoid sexism in language?
● Some people feel insulted by sexist language
● Sexist language creates an image of a society where women have lower social and economic status than men.
● Using nonsexist language may change the way that users of English think about gender roles
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Pedagogical implication
• Understand individual differences and socialization background might affect learning progress
• Do not treat students as undifferentiated group
• Provide varied opportunities and resources accordingly
• Raise awareness of gender issues
• Avoid language use conflicts
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Teaching gender-sensitive languagePronounsTheyIf students want to learn more about gender inequality, they should take Intro to
Women’s Studies.
She or he (she/he)Each student who majors in Women’s Studies major must take a course in Feminist
Theory. She or he may also get course credit for completing an internship at a local organization that benefits women.
Reference: University of North Carolina, writing centerhttp://writingcenter.unc.edu/handouts/gender-sensitive-language/
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Gender-sensitive languagesAlternate genders and pronounsRespond as a reader, explaining what and how you were/are thinking as you read her
texts so that she can discover where a reader might struggle with her writing.Ask him to outline the draft to reveal the organization of the paper.Ask her to describe her purpose and audience and show how she has taken them into account in her writing.
Eliminate the pronoun altogetherAllan Johnson is a contemporary feminist theorist. This writer and professor gave
a speech at UNC in the fall of 2007.
Reference: University of North Carolina, writing centerhttp://writingcenter.unc.edu/handouts/gender-sensitive-language/
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power
resourcesmotivation
socialization agents
social interactionsinvestment
context
timespace
Culture
agency
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