A Study of Gender Differences in Language in College TeachersUndergraduates Criticism.docx

A Study of Gender Differences in Language in College TeachersUndergraduates Criticism.docx

《A Study of Gender Differences in Language in College TeachersUndergraduates Criticism.docx》由会员分享，可在线阅读，更多相关《A Study of Gender Differences in Language in College TeachersUndergraduates Criticism.docx（6页珍藏版）》请在冰豆网上搜索。

AStudyofGenderDifferencesinLanguageinCollegeTeachersUndergraduatesCriticism

AStudyofGenderDifferencesinLanguageinCollegeTeachers-Undergraduates’Criticism

　　Abstract:

Asoneofthepopularstudies,genderdifferencesinlanguageattractmanyattentions.Itisalsoanimportantpartoflanguageculture.Thegenderdifferencesinlanguagearestudiedinmanysubjects.Asfarasthisthesisisconcerned,itisdifferentfromthepreviousstudies.Theresearchwillbedoneaboutthegenderdifferencesoflanguageincollegeteachers-undergraduates’criticismthroughquantitativeapproach.Thisnewviewpointwillmakethepapermeaningful.

　　Keywords:

GenderDifferencesinLanguageCriticism

　　1.TheIntroductionofGenderDifferencesinLanguage

　　Genderdifferencesinlanguagehavebeenstudiedinmanyfieldsallovertheworld.Thestudyofgenderdifferenceshasbeendiscussedbymanydisciplinessuchaspsychology,sociology,communications,women’sstudiesaswellaslinguistics.Genderdifferenceshavebeendiscussedinsomanydifferentfieldsthatgenderdifferencesisaninterdisciplinarybranchoflearning.ThefirstpersonwhostudiedgenderdifferencesinlanguageisJesperson,aDanishlinguist.Inhisworkpublishedin1922,heillustratesthedistinguishingfeaturesofwomen’slanguageandthedifferencesbetweenmen’slanguageandwomen’slanguage.Onthebasisofthestudyofgenderdifferencesinlanguage,somelinguists（Trudgill,1984;Zimmerman&West,1975;Thorne&Henley,1975）dothestudyfurtherandpointoutthatgenderdifferencesinlanguage,infact,arethephenomenaoflanguagediscrimination.Inrecentyears,manyresearchers（Fasold,2000;HaoCunxia,2000;BaiJiehong,2001;Matsumura,2001;Weatheral2002）havestudiedgenderdifferencesinlanguagefromintra-linguisticstointer-linguistics.

　　2.TheSignificanceofthisPaper

　　Genderdifferencesinlanguagealsohavegreatimpactonthefieldofteaching.Therelationshipbetweenteachersandstudentsfromthegenderaspecthasbeenpaidspecialattentionto.Asisknowntoall,maleteachers’communicationwithmalestudentsmustbedifferentfromtheircommunicationwithfemalestudents.Andthesamethingoccurstofemaleteachers.Whenteachersfacethestudentsofthesamegenderortheoppositegender,theyareboundtochoosedifferenttones,vocabulariesandwaysinstinctively.However,manyteachersareunawareofthegenderdifferenceincommunicationexistingintheirteaching,ortheyareawareofthegenderdifferenceincommunication,buttheydon’tpaymuchattentiontoit,muchlessdotheresearchonthissubject.Collegeteachersshouldtakethegenderdifferenceincommunicationwhichisinevitabletoaffectourteachingintoconsideration,evenmakestudiesonit.Onlybydoingsocancollegeteachersimprovetheteachingandpromotethestudents’inputandoutputoftheknowledge.

　　3.ResearchMethodology

　　Aquestionnaireisdesignedtoconductsurvey,whichcontainstwoparts.Inpartone,thereare28multiplechoicequestions;inparttwo,4open-endedquestionsarearranged.240collegestudentsareaskedtoanswermyquestionnaire,amongthem,120aremale,and120arefemale.TheseobjectsofmystudycomefromNortheastDianLiUniversity.

　　4.GenderDifferencesinLanguageinCollegeTeachers-Undergraduates’Criticism

　　Becausecriticismisthenecessary,inevitableandmostcommonphenomenonintheclassesandteacher-studentmeetings,theresearchwillbeconductedfromthisaspect.Inaddition,criticismwillbeexploredoutoftheserespects:

thewayteachersconducttheircriticism（direct/indirect）,theamountoftalk（large/small）,thechoiceofwords（sharp/gentle,dirty,humorous）aswellastheaccompanimentsofcriticism（warningandpunishment）.

　　Inthispaper,thefindingsofstudywillbemanifestedmainlythroughquantitativeanalysis.Thestatisticalresultsofthefirstpartinquestionnairewillbepresentedintableform,whichcanindicatethegenderdifferencesinlanguageincollegeteachers-undergraduates’criticism.Inthefollowings,thefindingswillbestatedrespectively.

　　4.1TheDifferencesbetweenMaleTeachers-MaleStudents’CriticismandMaleTeachers-FemaleStudents’Criticism

　　Thedifferencesbetweenmaleteachers’criticismofmalestudentsandmaleteachers’criticismoffemalestudentsinformalsituationwillbeillustratedinthefollowingtables.

　　Table1Thedistributionofthemannerinmaleteachers-malestudents’criticismandmaleteachers-femalestudents’criticism

　　Asshownintable1,comparedwithdirectcriticism（74.09%ofthetotal）ofmalestudents,maleteacherstendtochooseindirectexpressions（93.64%ofthetotal）whentheyarecriticizingfemalestudents.Thatistosay,maleteachers-femalestudents’criticismisagreatdealmoreindirectthanmaleteachers-malestudents’oneis（93.64%vs.25.91%）.

　　Whencriticizingthemalestudents,maleteachersusuallygiveademanddirectlytoexpresswhattheywantmalestudentstodo.Bycontrast,facingfemalestudents,maleteachersdisplaymuchmorepatience.Maleteacherstakeaccountoffemalestudents’feelingsandsavetheirface.Theyusuallyuseimperativesentencestoshowtheirdissatisfactionindirectly.

　　Thedistributionoftheamountoftalkinmaleteachers-malestudents’criticismandmaleteachers-femalestudents’criticismwillbeshownintable2:

　　Table2Thedistributionoftheamountoftalkinmaleteachers-malestudents’criticismandmaleteachers-femalestudents’criticism

　　Itcanbefoundfromtable2thatmaleteacherscriticizefemalestudentsinasmallernumberofwords（74.09%vs.55%）,whilewhenmalestudentsarecriticizedbymaleteachers,thelargeramountoftalkisused（45%vs.25.91%）.

　　Theseexamplesshowthatmaleteachersaremorelikelytoemploylargernumbersofwordstocriticizemalestudentsandapplysmallernumbersofwordstocriticizefemalestudents.

　　Thefrequencyofthechoiceofwordsinmaleteachers-malestudents’criticismandmaleteachers-femalestudents’criticismwillbeanalyzedintheformoftable3:

　　Table3Thefrequencyofthechoiceofwordsinmaleteachers-malestudents’criticismandmaleteachers-femalestudents’criticism

　　Theanalysisofthedatashowsthatasfarasthekindsofwordsmaleteacherschooseinthecriticismareconcerned,maleteachers-malestudents’criticismcontainsmoresharpwords（78.18%ofthetotal）,whereasgentlewordsaccountforfarhigherproportionsofmaleteachers-femalestudents’criticism（93.64%ofthetotal）.Inaword,maleteachers-malestudents’criticismissevererthanmaleteachers-femalestudents’.Dirtywordscanalsobeseeninbothmaleteachers-malestudents’criticismandmaleteachers-femalestudents’criticism,butthisphenomenonoccursoccasionally（thefrequencyoftheformerisalittlehigherthantheoneofthelatter:

38.18%vs.9.55%）.Humorismoreoftenappliedinmaleteachers’criticismofmalestudentsthantheoneoffemalestudents（90.45%vs.61.36%）.Moreover,comparedwithfemalestudents,maleteachersgivewarningsandpunishmentstomalestudentsmorefrequentlyintheircriticism（61.36%&12.73%,64.55%&32.27%）.

　　Fromthedataanalysisabove,itcanbeconcludedthat,comparedwithmaleteachers-femalestudentscriticism,maleteachers-malestudents’criticismismorepowerful,sharperandstricterthanmaleteachers-femalestudents’criticism.Itreflectsthatmaleteachershaveacloserrelationshipwithmalestudentsthanwithfemalestudentsandalsomirrorsthesocialdistancebetweenmaleteachersandfemalestudents.Thus,whenmaleteacherscriticizemalestudents,theirexpressionsaremorenaturalandbold,withoutmuchconsideration;onthecontrary,intheprocessofcriticism,maleteachersmayconsiderfemalestudents’feelings.Moreover,warningsandpunishmentstendtoappearinmaleteachers-malestudents’criticismmorefrequentlythanmaleteachers-femalestudents’criticism.

　　4.2TheDifferencesbetweenFemaleTeachers-MaleStudents’CriticismandFemaleTeachers-FemaleStudents’Criticism

　　Thedifferencesbetweenfemaleteachers’criticismofmalestudentsandfemaleteachers’criticismoffemalestudentsinformalsituationwillbeillustratedintable4,table5andtable6.

　　Table4Thedistributionofthemannerinfemaleteachers-malestudents’criticismandfemaleteachers-femalestudents’criticism

　　Table4suggeststhattherearegenderdifferencesinlanguagewhenfemaleteachersconducttheircriticismsofstudents.Facedwithfemalestudents,femaleteachersinclinetoemploymoreindirectexpressions（77.27%ofthetotal）ofcriticism,butmoredirect（58.18%ofthetotal）tomalestudents.

　　Thus,itcanbeseenthatfemaleteachers-malestudents’criticismiscarriedoutmoredirectlythanfemaleteachers-femalestudents’criticismis.

　　Thedistributionoftheamountoftalkinfemaleteachers-malestudents’criticismandfemaleteachers-femalestudents’criticismwillbeshownintable5:

　　Table5Thedistributionoftheamountoftalkinfemaleteachers-malestudents’criticismandfemaleteachers-femalestudents’criticism

　　Itiseasytodiscoverfromtable5thatincontrasttomalestudents,femalestudentsarecriticizedbyfemaleteacherswithasmallernumberofwords（55%vs.19.55%）.Thedataindicatesthatfemaleteachersusuallyemployagreateramountoftalktocriticizemalestudentsthanfemalestudents.

　　Thefrequencyofthechoiceofwordsinfemaleteachers-malestudents’criticismandfemaleteachers-femalestudents’criticismwillbeanalyzedintheformoftable6:

　　Table6Thefrequencyofthechoiceofwordsinfemaleteachers-malestudents