Summary Of How Male And Female Students Use Language Differently

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 such as Lever, Goodwin, and Eder as well as insight from Walter Ong to add credibility and to create a foundation for her explanation of the causes of classroom dynamics. Tannen expands on this research from cultural and behavioral professionals by creating an experiment in her own classroom to demonstrate that communication skills learned and cemented in younger years, combined with a “ritual opposition” setting, produce classroom dynamics.

“Even if they grow up in the same neighborhood, on the same block, or in the same house, girls and boys grow up in different worlds of words” (Tannen 43). Deborah Tannen the author of You Just Don’t Understand takes a place on the differences of men and women’s communicating styles. In her concept “It Begins at the Beginning”, she goes to describe how the styles of communicating between men and women begins at a young age, which sets up their communicating styles as adults. We are exposed to many different cases in which this is true, for example Tannen discusses research from Amy Sheldon where she proven the different communicating styles of young boys and girls. Not only does research prove the way that men and women communicate, television shows, movies, and even music proves the differences as well.

o men talk more than women in a classroom setting? In “How Male and Female

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

“Sex Differences” is an essay written by a professor of linguistics named Ronald Macaulay. In the essay, he pointed out that there were no gender differences regarding to language development. He talked about various stereotypes about how men and women speak. He also explains in depth about how social environment made an impact on the talking between men and women. He also concluded that those linguists who still believe in that theory only continue to do so even if what they found in their research is not statistically significant. In many ways, Macaulay’s essay is persuasive. Through this essay, one would agree with him that there is no different form of language in which women and men speak.

In the article "Sex, Lies and Conversation: Why is it so hard for Men and Women to Talk to Each Other?" by Deborah Tannen, she talks about how men and women have different ways of speaking to each other. She explains that men and women have different conversation patterns which can have an impact on relationships. She explains the many examples of how men conversate between people and women conversate between people. She talks about studies that have been done to show the difference between men and women when they speak. I feel like Tannen is right about how men and women can't conversate between each other like how they would if they were talking to their own gender.

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.

That’s where I become reluctant to recommend Deborah Tannen’s teaching strategy. Looking back on my public education experience I can think of a lot more exceptions to this description of how boys and girls use language differently than agreements. Again, I’m relying on personal experiences and I can of course also recall instances where men have dominated a classroom discussion. However, for me to say that all boys dominated girls during classroom discussions in Phoenix, AZ during the last stretch of the 20th century or that all girls are reluctant to speak publicly outside of the comfort of their peer group in Honolulu, HI during the beginning of the 21st century would be disingenuous and could probably be attributed to an expectancy bias.

In "Sex, Lies and Conversation" Deborah Tannen, linguistics professor at Georgetown University, explains the discrepancies between female and male mechanics of conversation: females tend to converse while facing one another and respond with supportive remarks; males tend to converse while looking away from one another and respond with dismissive remarks. According to Tannen, such discrepancies arose from childhood development and socialization. Because females developed bonds through conversation from a young age, they often express their feelings and thoughts with others. Males, however, developed bonds less dependent of socialization, but rather through the participation of various activities as children. Therefore, females developed the

Through 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 their teaching strategies. In her case, revising the approach involved building experience through closely monitoring her classes and collaborating with colleagues.

In order to be able to solve some of the problems associated with gender miscommunications, we should distinguish first between the two different types of communications: verbal communication and nonverbal communication. Verbal communication consists of messages expressed by linguistic means such as the use of intonation, the specific words we choose to say, and the way we are saying them. There are differences in females and males usage of language/verbal communication. As we might expect from traditional sex-role stereotypes, girls tend to establish more egalitarian same-sex groups. Girls use friendly groups as a training ground for cooperation. Boys view friendly conversation among their friends as training for verbal aggression. Females are more verbal, use three times more amount of words than males, they are much more descriptive and use more adjectives. Women are less direct in their communication style. As Prof. Tannen showed in one of her research, women are more indirect in answering questions depends on the situation. They answer questions the way they would like to be answered by men, which means more than just a yes/no answer. However, men answer the way they would like to be answered

She studied ethnic groups, which speak the same language using different styles, and found that the effect of gender on communication is miniscule compared to the effect of culture and socialization. In her research, Tannen asserts that the basic uses of conversation by women are to establish and support intimacy; while for men it is to acquire status. These styles and motives for communicating represent different cultural upbringings, and one is not necessarily better than the other. However, she also notes in her findings that men tend to interrupt more and ask questions less. In fact, the female tendency to ask more questions sometimes results in receiving lower grades from male professors who view frequent questioning as proof that a student knows less than her male counter parts.

Communication between males and females has always been somewhat complicated. Because we are arguing that males and females have different cultures we wanted to take a look at what some of these differences might be. According to our research the inherent differences between male and female culture are the different roles that society holds for them and the ways these roles lead to different communication styles. The stereotypes that men and women grow up with affect the types of ways in which they communicate. We first wanted to take a look at how they specifically differ while men and women are arguing or having normal conversations. We also looked at the different types of networks that men and women

Communication between different genders is something that can vary—it can be wildly different or it can be entirely similar. What I found tough about observing the differences in communications between genders was finding situations in which the genders of the people communicating had an influence on the manner in which they spoke. I chose to observe while I was at work—I work at a movie theater and when I was observing I was working mostly serving popcorn—I chose to observe not the customers but my fellow employees that were working behind the concessions bar with me and the forms of communication that they used while working. It worked well due to the fact that there was a mixture of different genders working with me that day. Even with