Gender and Language Learning Strategy Use — in the Case of Chinese High School Students
The present study investigated the relationship between gender and learning strategy preferences of Chinese senior high school students. Analyses indicated that high school students under investigation used a variety of learning strategies to study English at a medium to low frequency. Female students used more learning strategies and at a greater frequency than male students. The findings of the study will cast some light on Chinese EFL teaching, learning and future studies.
Key words: Gender; English learning strategy; High school students
Bacon, S. (1992). The Relationship Between Gender, Comprehension, Processing Strategies, and Cognitive and Affective Response in Second-Language Listening. The Morden Language Journal, 76(2), 160-178.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Green, J. M. (1991). Language Learning Strategies of Puerto Rican University Students. Paper presented at the meeting of Puerto Rico Teachers of English to Speakers of Other Languages, San Juan, P. R.
Green, J., & Oxford, R. (1995). A Closer Look at Learning Strategies, L2 Proficiency, and Gender. TESOL Quarterly, 29(2), 261-297.
Oxford, R. (1989). Use of Language Learning Strategies: A Synthesis of Studies with Implications for Teacher Training. System, 17, 235-247.
Oxford, R., et al. (1993). Japanese by Satellite: Effects of Motivation, Language Learning Style and Strategies, Gender, Course Level, and Previous Language Learning Experience on Japanese Language Achievement. Foreign Language Annals, 26(3), 359-371.
Oxford, R. (1993a). Research on Second Language Learning Strategies. Annual Review of Applied Linguistics, 13(2), 175-187.
Oxford, R. (1993b). Style Analysis Survey. In J. Reid (Ed.), Language Learning Styles in the ESL/EFL Classroom. Boston: Heinle & Heinle.
Oxford, R., & Burry-Stock. J. (1995). Assessing the Use of Language Learning Strategies Worldwide Using the Strategy Inventory for Language Learning (SILL). System, 23, 1-23.
Politzer, R. L. (1983). An Exploratory Study of Self-Reported Language Learning Behaviors and Their Relation to Achievement. Studies in Second Language Acquisition, 6(1), 54-68.
Tannen, D. (1990). You Just Don’t Understand: Women and Men in Conversation. London: Virago Press.
Wen, Q., & Johnson, R. (1997). L2 Learner Variables and English Achievement: A Study of Tertiary-Level English Majors in China. Language Learning, 18(1), 27-48.
- There are currently no refbacks.
If you have already registered in Journal A and plan to submit article(s) to Journal B, please click the CATEGORIES, or JOURNALS A-Z on the right side of the "HOME".
We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: email@example.com; firstname.lastname@example.org; email@example.com
Copyright © 2010 Canadian Academy of Oriental and Occidental Culture
Address: 758, 77e AV, Laval, Quebec, H7V 4A8, Canada
Telephone: 1-514-558 6138
E-mail: firstname.lastname@example.org; email@example.com; firstname.lastname@example.org