her use of the rhetorical devices of personal experience, ethos, and comparison, venerated Georgetown linguistics professor Deborah Tannen persuaded me to concede with her argument that males and females communicate differently in the classroom, as indicated in her 1991 article How Male and Female Students Use Language Differently. In this composition, she emphasizes that because of intersexual differences in utilizing the spoken word in class differently, instructors, including herself, consider reevaluating
After reading Debroah Tannen`s essay, “How Male and Female Students Use Language Differently”, I agree with a great amount of her essay, however; I disagree with some of her statements. Her statement about women preferring to speak in a private group with people they know on page 371 is fairly true, however; most independent and confident women would prefer to get in front of a larger crowd to state their opinion on any subject. For females, being a quiet and shy person may cause a person to be
Men, women, and language: Socially constructing male and female speech One of the essential contentions of feminist theory is that there is an inherent difference between the concepts of gender and sex. 'Sex' refers to the physiological characteristics humans are born with; 'gender' is what culture 'does with' or how it 'reads' those physiological differences. One of the most contentious areas of gender research is pertains to the differences between male and female speech. While most authors
in the classroom, but in my and Deborah Tannen’s experience women are more hesitant than men. The article “How Male and Female Students use Language Differently” by Deborah Tannen addresses the issue of unfair male advantage in the classroom. This issue is very relevant today, and students and teachers should be informed. I believe the article “How Male and Female Students use Language Differently” should stay in the next edition of From Inquiry to Academic Writing because it is very relevant to
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
investigate the variation between females and males anxiety level in English as foreign language learning. Importantly, students from both of the two genders can perceive considerable level of language anxiety inside and outside the classroom environment. This phenomenon seems natural in foreign language classroom with relevance to the stress level of accompanied learning. Consequently, this led the researchers to study the role of anxiety among foreign language learners and review the current psychological
Each individual conveys their ideas in unique ways. Men and women in particular express themselves in drastically different ways. In “How Male and Female Students Use Language Differently,” Deborah Tannen, a professor of linguistics at Georgetown University, experiments with the causes of classroom dynamics. Tannen opens her discussion by exploring the beginning stages of learning communication skills and then fast forwards to adulthood. Tannen uses research from sociologists and anthropologists
contributors to a person’s brighter future. Their role has always been indispensable in the educational process of every student. The purpose of this essay is to analyze the purpose and problems of education in Deborah Tannen’s article How Male and Female Students Use Language Differently. Although, there are major inequalities in the overall standards of today’s education, students, themselves, create imbalance through their conversation styles in the classroom settings. Today, teachers strive for the creation
On November 13, I decided to analyze how the behaviours and body languages of males and females during a bus ride by using participant observation as my method of collecting data (also commonly known as ethnographic field notes). I did this experiment by taking the Translink #49 bus from the University of British Columbia bus loop at 1 PM in the afternoon to the final stop, Metrotown Station and rode the same bus back to campus at 6 PM in the evening. I believe the data I have gathered from this
in Language Use The purpose of the study, including the specific research question studied: Language Learning Strategies (LLS) are the activities or actions that learners take in order to effectively receive, store, retrieve and use information that they gain. Learners take such actions in order to facilitate faster and easier learning as well as make learning more enjoyable and effective (Mahamod et al., 2009). According to Mahamod et al. (2009), gender results into differences in Language Learning