The Analysis Of Gender Differences In The Use Of Foreign Language Learning Strategies

Author(s):

Marie DoskocilovaKaterina Vlckova

Conference:

ECER 2010

Network:

27. Didactics - Learning and Teaching

Format:

Paper

Session Information

27 SES 09 B, Learning and Teaching Foreign Language

Paper Session

Time:

2010-08-27

08:30-10:00

Room:

M.B. SALI 12, Päärakennus / Main Building

Chair:

Bernard Schneuwly

Contribution

The proposal describes a complex research into what type of foreign language learning strategies (FLLS) learners use on the primary (5th year), lower secondary (9th year) and the upper secondary comprehensive (grammar) school level in the Czech Republic with regard to their gender. Different specific research questions were asked such as to what extent gender serves as a factor influencing the use of strategies as well as whether the usage of strategies is related to different language learning outcomes. FLLS are understood as sets of actions, steps, plans, procedures used by learner to obtain, remember, recall and use information. The strategy taxonomy of R. L. Oxford (1990) and the questionnaire SILL (Oxford 1990) build the theoretical framework of our research. SILL focuses on 6 areas of strategies relating to the classification of R. L. Oxford (1990): memory, cognitive, compensation, metacognitive, affective, and social strategies. Learners had to indicate how often they use the strategies on a scale from 1 (never, almost never) to 5 (ever, almost ever). There are gender differences in the use of strategies. Most researches so far conclude that girls use strategies more in quantity as well as more effectively (Erhman and Oxford 1989, Nyikos 1990). However, some studies conducted in culturally dissimilar countries such as Turkey resulted in favour of males as far as significant gender differences in strategy use are concerned (Tercanlioglu 2004) which reflects the notion of cultural background as one of the factors influencing strategy use (Oxford 1996).

Method

The strategy inventory SILL (Oxford 1990) was used together with a questionnaire focusing on general characteristics of learners and their learning of a preferred language (motivation, length of study, preferred language and self-assessment of skills and proficiency). A separate questionnaire was used for the 5th-year students, also stemming and being based on Oxford (1990). The research sample consisted of students at primary (5th year), lower secondary (9th year) and upper secondary comprehensive schools (grammar schools) in the city of Brno. Most pupils learnt 2 (59%) or 3 (34%) foreign languages. 92% of pupils had been learning the languages for maximum 7 – 12 years (correlated with the compulsory school attendance). All the pupils learnt English (99%). 79% of pupils mentioned English as preferred language, 13% favoured German. The correlation between strategy use and gender was assessed both within and amongst the three age groups by means of Spearman correlation coefficient.

Expected Outcomes

The FLLS are seldom used (2.7 at the scale). 32 of the 85 strategies are not used regularly. 71 of the strategies were not used enough (<3.50). Direct strategies were significantly more used than indirect. Significant differences were among the six subgroups of strategies. The most used ones were compensatory strategies (3.46), more than cognitive (2.95), metacognitive (2.72), social (2.61), memory (2.26), and affective strategies (2.12). Strategies differed in their effectiveness. From/Out of the 85 strategies only 46 were found to correlate with the indicators of effectiveness. 87% of these 46 strategies were less used (< 3.50). Gender influence on the use of strategies was evidenced in all samples – both in younger and older students. Nevertheless, the older the students, the smaller the influence of gender on the use of FLLS (5th year: r=-0.07, 9th year: r=-0.15, grammar school: r=-0.21).

References

EHRMAN, M., OXFORD, R.L. (1989). Effects of Gender Differences, Career Choice, and Psychological Type On Adult Language Learning Strategies. Modern Language Journal, 73 (1), 1-13. NYIKOS, M. (1990). Gender-related Differences In Adult Language Learning: Socialisation And Memory Factors. Modern Language Journal. 74 (3), 273-287. OXFORD, R. L. (1990). Language Learning Strategies. Boston : Heinle and& Heinle Publishers. OXFORD, R.L. (1994). Language Learning Strategies: An Update. Boston : Heinle and Heinle Publishers.

Author Information

Marie Doskocilova

Masaryk University, Faculty of Education

Educational Research Centre

Brno

Katerina Vlckova

Masaryk University, Faculty of Education

Institute for Research in School Education