Deborah Tannen How Male And Female Students Use Language Differently

Deborah Tannen, who is a professor of linguistics, says in her essay, "How Male And Female Students Use Language Differently", that after she made her book, “You Just Don’t Understand: Women and Men in Conversation” that one of the unintended benefits was that she gets to reevaluate her teaching strategies and see how male and females act differently in class. As you read through her essay you can tell that Deborah Tannen wants her readers to think about why males tend to speak more in discussions than females and the reason for this difference in the classroom and also how we can improve the classroom for both men and women.Although Tannen tends to get off topic and doesn 't have much evidence to back up some of her claims, she states

Anthropologists and sociologists agree that people commonly learn communication skills in younger years specifically in “sex-separate peer groups” (Tannen 345). Young girls are typically more reserved and generally confide their feelings and ideas in smaller groups with close friends. On the contrary, boys enjoy competing for attention in larger groups. The article mentions, “boys are expected to use language to seize center stage: by exhibiting their skill, displaying their knowledge, and challenging and resisting challenges” (Tannen

The second difference was that Males tend to look around when speaking to one another but girls on the other hand make direct eye contact. In tannen's essay she adds to this by stating, “ I found that at every age, the girls and women faced each other directly, their eyes anchored on each others faces. At every age, the boys and men sat at angles to each other and looked elsewhere in the room, periodically glancing at each other.”(pg.425) This means that the females are more intune with one another and can listen better because they looking at each other face to face. While males on the

In Deborah Tannen’s essay “I’ll Explain It to You: Lecturing and Listening”, she asserts the belief that even though men and women speak the same structural language, their motivations for speech and conversational patterns are very different. In the earlier years of development, Tannen observes that girls use speech to find confirmation and establish intimacy, whereas boys use speech to assert their independence and attain social status. After transitioning to adulthood, women find themselves bored and constantly nodding as men lecture them. Tannen provides specific observations of gender communication that portrays women as passive reactors in a conversation and men as the dominant aggressors. For example, Tannen writes that men tend to

In “How Male and Female Students Use Language Differently”, Deborah Tannen discusses how and why women and men have different talking styles in the classroom.

The data on Table 1 shows that the men in the meeting had more turns but there was an exception (woman D) and the men in the meeting generally spoke for longer per turn but again there was an exception (woman B). Additionally men also interrupted more (except for man E), and men were interrupted more except Man E and Man I, therefore there is no significant pattern in terms of which gender was interrupted more.

As a middle school English and history teacher, I am always looking for ways to better teach my students. I always look at ways to tap into their potential and try to plan my lessons accordingly. No matter how much thought I put into my lessons, there are some students who struggle with the lessons I plan and teach. This has caused me much frustration throughout my many years of teaching, and I am always looking for more ways to help my students. Doing additional research on sex differences in learning has left me with more ideas how to better help my students. Throughout this paper I will outline what I have learned about sex differences in learning and

In classrooms, men tend to show that they are mentally superior to the group that they are surrounded by. Speaking in a confident tone when giving the answer allows them to gain a vast amount of confidence, men do this in order to show who’s boss. Tannen concludes that boys tend to move in groups arranged in a hierarchical structure based on dominance. Therefore, boys must use language to draw attention to themselves and demonstrate dominance over those around them (par 3. 369). Prinz elaborates by mentioning “ Men speak four times as often and shout out answers eight times as often” (par. 33. 638). In other words, men will often try to show dominance in a group by language, it will eventually initiate a competitive side within the group. At

Language and culture are the two magnificent things that aid us to better understanding one another. In addition, it can also be what greatly diversifies us as homo sapiens. This greatly becomes more evident in chapter five Gendered Verbal Communication. For example, it first talks about how the western culture’s view of women and men are affected by how we use gender-neutral words in the American language which masquerade women. In fact, the book shares the generic male words such as businessman, spokesman, mailman, and mankind giving the idea that women have no such role. Furthermore, the book shares a study where children, were introduced a selection of photographs for a selection of titles of a book and were told to choose an ideal picture

In thesis, these three paragraphs prove how single-sex classes can be a positive motion towards students of all ages. By having split gender classes it will decrease dropouts and increase attendance for most students. Even more than Co-Edu. Also, in logistics all male classes have increased in math scores more than Co-Edu. Finally, bullying is now a decreased function in Single-sex classes due to that boys will try to impress girls and girls will try to impress boys. In conclusion, this is why I

I wanted to conduct my own study to discover what college aged student’s thought of the perceived differences in men and women speech. I asked 10 students ages 19-21 the question: Do you believe men and women’s language is different? Next, based on their answer I asked: Do you believe those differences are socialized or innate? I then asked: Do you think you have ever been the victim of a stereotype due to your (gender) language? I spoke to six girls and four boys. I spoke to them at two different settings. I spoke to all the girls at my apartment; they were either my roommates or friends visiting us. I spoke to all the boys at my boyfriend’s fraternity house. I find this important to mention so that it is made aware the setting and nature of the conversation was always casual and never confrontational, and all that were interviewed I knew well.

According to the Deborah Tannan’s article “How Male and Female Students Participate in Class,” while men suppose it is their duty to contribute to class by speaking up, women do not think that they need to speak up like men do. Most women seem to speak up occasionally when they feel it only requires doing so. Even though a woman speaks up, then she tries to keep silent as long as possible if she feels she would be attacked. A girl communicates in a more intimate and sensitive way with a chosen, trusted one with whom she sits and talks telling secrets. In contrast, for most boys, activities are central, and their best friends are whom they do things with; they bond by exchanging playful

Communication style, as defined by the textbook, is the behaviors that are observable by others (Reece, 2014). Men and women have general differences in communication style, whether in a formal or informal setting. Linguistic style, as defined by Deborah Tannen, refers to a person’s characteristic speaking pattern. Men tend to be more direct and dominating, whereas, women exhibit a more practical and indirect approach. Although these conclusions are generalizations, research has proven that they are typical of the ordinary man and woman (Tannen, 1995).

Language plays a strong role in everyday human interactions between individuals. Studies have shown that the style of language used by men and women vary depending with which sex they are speaking to. Lakoff (1975) determined that there are specific types of patterns of speech that women use and coined the term “women’s language”. Lakoff’s proposed that women often used among other patterns; hedges, super polite forms, tag questions, speaking in italics, empty adjectives, hypercorrect grammar and pronunciation, lack of sense of humor, direct quotations, special lexicon and question intonation in declarative contexts. However, O’Barr and Atkins’s (1980) research noted that the “sex of the speaker is insufficient to explain incidence of

In Deborah Tannen’s article “Who Does the Talking Here?” published in The Washington Post on July 15, 2007. Tannen writes about a new study published in the journal Science that has inspired critics around the stereotype that Women do more talking that Man (356). She asserts that those studies are not useful since they focus mainly on counting the number of words that college students use in their daily speech (356). She agrees with an article that surveys 70 studies about the differences in talkativeness in genres, since counting words does not lead to a real difference (357). Tannen declares that to determine who talk more, people must consider how and in what situation each gender uses words (357). She exemplifies the importance of