How Male And Female Students Use Language Differently

Christensen had an English teacher her freshman year of high school that had caused her embarrassment when she a differing pronunciation of the word “lawyer”.From then on, Christensen would over analyze everything she would say. As minor as her experience may have been, it caused her to developed a complex regarding her verbal communication. This complex remained with her through the years and later impacted her teaching methods.

Deborah Tannen’s case study entitled “Can’t We Talk?” is the most relevant reading that I have ever done for any class. It relates to a problem that every person regardless of age, race or sex, will have to face many times in his or her lifetime. The problem is that men and women communicate differently and these differences can often lead to conflict. This case study is very informative because it helps to clarify the thought process of each sex. That said this reading leaves the reader somewhat unfulfilled because Tannen does not offer a solution to the problem.

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

Deborah Tannen tackled this often glazed over topic in her essay “How Male and Female Students Use Language Differently.” The essay primarily focuses around Tannen’s experiences

groups for example women talk to their friends, which makes them comfortable enough to tell

In the excerpt "How Male and Female Students Use Language Differently" originally published in a book called You Just Don't Understand: Women and Men in Conversation in 1990, Deborah Tannen observes that one method of teaching a class does not necessarily work for all other classes. Based on her research, she finds that classrooms are often dominated by male students, because most instructors use a teaching method called “ritual opposition”, which exhibits "public display followed by argument and challenge" that cater to male students more than female students (Tannen 370). Most instructors believe that classroom participation, where students are expected to contribute to classroom discussions, will determine students' success. Consequently,

Do different teaching techniques give one sex an advantage over the other in the classroom? Should class teaching strategies be based on the sex of the students? Deborah Tannen’s article, How Male and Female Students Use Language Differently, compares and contrast how men and women learn and converse differently in the classroom. The author pin points the different types of educational practices that are used in school that allow one gender to dominate the other. Tannen uses many examples to support her main points of the article; the difference of male and female conversational style.

Destiny: Our school has to let kids have opportunities to do what they love I do a sport that is not a sport at this school and I love doing it. Not everyone is doing what they love because the school does not have the sport

Deborah Tannen, a professor of linguistics at Georgetown University, wrote the book You Just Don’t Understand: Women and Men in Conversation (1990), the book included an essay titled “How Male and Female Students Use Language Differently” about differences in how both genders interact in classrooms differently and how it affects their learning. In her essay she claimed that males use language to fight for dominance, or the spotlight, while females use language to create personal relationships with others. Tannen used research from sociologists and anthropologists that claimed that

I plan to investigate how gender specific language impacts children and society surrounding us. Through this investigation I will uncover how people utilise gender specific lexis to condone and praise attributes and/or actions and the inevitable consequences of these language choices. I wish to place emphasis on why we chose certain genders to assign language to and whether this is actually necessary at all.

Beauvoir states that the making of an individual begins not at birth, but at the initial planting of

female. “ This is a divine party,” “ Such a lovely room,” or “ I think

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.

There are observed differences between male and female actions and behaviors in As You Like It; males are ‘required’ to be reasonable—to act with reason—while females seem to make rash decisions based on emotions. Orlando, one of the minor protagonists in As You Like It, acts with his emotions, a quality that Rosalind, the major protagonist, sees as feminine. However, she does not want Orlando to necessarily loose sight of his emotions but rather be more in control of them. His emotionally-geared actions were, and are, controversial because it—men acting on emotions—goes against the stereotype that men acknowledge their emotions. Along side of Orlando’s stereotypical opposition, Rosalind also

Written communication is the idea of creating well-organized sentences that produce precise meanings. So, who is the better writer? The boys or the girls? It is not another battle of the sexes, but a growing concern that researchers have studied over the years to obtain a deeper degree of comprehension. In short, research has concluded that gender influences and impacts written communication. The significance in conducting research is to attain a healthier understanding so that, for example, a compatible curriculum can be developed to meet the unique needs of each gender in the classroom. The failure to study the differences would continue to hinder male and female students and result in not producing teachers who could benefit from the research and become more knowledgeable about the relevance of gender differences. The study is relevant to my role as an English teacher and serves to enhance the field of education, in fact, impact it considerably since written communication becomes the foundation across all disciplines in the classroom and eventually in the workplace.