| Peer-Reviewed

Male and Female Students' Narrative Similarities and Differences in the Advance Levels in Line with Advance Organizers

Received: 15 June 2016     Accepted: 22 June 2016     Published: 1 August 2016
Views:       Downloads:
Abstract

Conspicuously, this research aimed to survey the oral narrative styles of advanced learners in line with advanced organizers among boys and girls in order to find out that is there any specific matter among their oral narrates. Twenty male and female from advance level were attended in this research. Subjects narrated a memory by employing advanced organizers from the past orally. The study disclosed that being male or female is an important factor in the speaking part of each student. Girls were speaking without any stress and pause, because of their fluency in English and the high magnitude level of words they could illustrate their ideas and opinions but the boys could not explain well, maybe one factor was their shyness and the second was their lax in speaking during the classes. Female learners were speaking without any interruption with so many verbs, adjectives, coordinators, but the boys had so many interruptions during their speech and sometimes their pronunciation and grammar was wrong with more discourse markers.

Published in Communication and Linguistics Studies (Volume 3, Issue 1-1)

This article belongs to the Special Issue Applied Linguistics in Line With TEFL

DOI 10.11648/j.cls.s.2017030101.12
Page(s) 8-13
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Gender, Narrative, Oral, Advance Organizers

References
[1] Duff, P. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23, 289–22.
[2] Ehrlich, S. (1997). Gender as social practice: Implications for second language acquisition. Studies in Second Language Acquisition, 19, 421–446.
[3] Ellig, J. R. & Morin, W. W. (2001). What Every Successful Woman Knows. New York: McGraw-Hill.
[4] Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
[5] Fairclough, N. (1989). Language and power. New York: Longman.
[6] Freed, A. F. (1995). Language and gender. Annual Review of Applied Linguistics, 15, 3–22.
[7] Labov, W. (1991). The intersection of sex and social class in the course of linguistic change. Language Variation and Linguistic Change 2, 205-51.
[8] Li, R. & Bu, Y. (2006). On how children acquire their mother tongue: explanation of Chomsky’ mental linguistic theory. Sino-US English Teaching 3/ 3, 55-57.
[9] Ludwig, J. (1983). Attitudes and expectations: A profile of female and male students of college French, German, and Spanish. The Modern Language Journal 67/2, 216227.
[10] Mackey, A., Gass, S. & McDonough, K. (2000). How do learner’s perceive interactional feedback? Studies in Second Language Acquisition 22/4, 471-497.
[11] Morris, M. (1966). An Introduction to the Philosophy of Language. Cambridge: London Mullins, P. (1992). Successful English Language Learning Strategies of Students Enrolled in the Faculty of Arts, Chulalongkorn University, Bangkok, Thailand. Unpublished doctoral dissertation, United States International University, San Diego, CA.
[12] Oxford, R. L. (1993). Gender differences in styles and strategies for language learning: What do they mean? Should we pay attention? In Alatis, J. (Ed.), Strategic Interaction and Language Acquisition: Theory, Practice, and Research (pp. 541–557). Washington, DC: Georgetown University Press.
Cite This Article
  • APA Style

    Mahdiyeh Seyed Beheshti Nasab, Seyyed Fariborz Pishdadi Motlagh. (2016). Male and Female Students' Narrative Similarities and Differences in the Advance Levels in Line with Advance Organizers. Communication and Linguistics Studies, 3(1-1), 8-13. https://doi.org/10.11648/j.cls.s.2017030101.12

    Copy | Download

    ACS Style

    Mahdiyeh Seyed Beheshti Nasab; Seyyed Fariborz Pishdadi Motlagh. Male and Female Students' Narrative Similarities and Differences in the Advance Levels in Line with Advance Organizers. Commun. Linguist. Stud. 2016, 3(1-1), 8-13. doi: 10.11648/j.cls.s.2017030101.12

    Copy | Download

    AMA Style

    Mahdiyeh Seyed Beheshti Nasab, Seyyed Fariborz Pishdadi Motlagh. Male and Female Students' Narrative Similarities and Differences in the Advance Levels in Line with Advance Organizers. Commun Linguist Stud. 2016;3(1-1):8-13. doi: 10.11648/j.cls.s.2017030101.12

    Copy | Download

  • @article{10.11648/j.cls.s.2017030101.12,
      author = {Mahdiyeh Seyed Beheshti Nasab and Seyyed Fariborz Pishdadi Motlagh},
      title = {Male and Female Students' Narrative Similarities and Differences in the Advance Levels in Line with Advance Organizers},
      journal = {Communication and Linguistics Studies},
      volume = {3},
      number = {1-1},
      pages = {8-13},
      doi = {10.11648/j.cls.s.2017030101.12},
      url = {https://doi.org/10.11648/j.cls.s.2017030101.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.s.2017030101.12},
      abstract = {Conspicuously, this research aimed to survey the oral narrative styles of advanced learners in line with advanced organizers among boys and girls in order to find out that is there any specific matter among their oral narrates. Twenty male and female from advance level were attended in this research. Subjects narrated a memory by employing advanced organizers from the past orally. The study disclosed that being male or female is an important factor in the speaking part of each student. Girls were speaking without any stress and pause, because of their fluency in English and the high magnitude level of words they could illustrate their ideas and opinions but the boys could not explain well, maybe one factor was their shyness and the second was their lax in speaking during the classes. Female learners were speaking without any interruption with so many verbs, adjectives, coordinators, but the boys had so many interruptions during their speech and sometimes their pronunciation and grammar was wrong with more discourse markers.},
     year = {2016}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Male and Female Students' Narrative Similarities and Differences in the Advance Levels in Line with Advance Organizers
    AU  - Mahdiyeh Seyed Beheshti Nasab
    AU  - Seyyed Fariborz Pishdadi Motlagh
    Y1  - 2016/08/01
    PY  - 2016
    N1  - https://doi.org/10.11648/j.cls.s.2017030101.12
    DO  - 10.11648/j.cls.s.2017030101.12
    T2  - Communication and Linguistics Studies
    JF  - Communication and Linguistics Studies
    JO  - Communication and Linguistics Studies
    SP  - 8
    EP  - 13
    PB  - Science Publishing Group
    SN  - 2380-2529
    UR  - https://doi.org/10.11648/j.cls.s.2017030101.12
    AB  - Conspicuously, this research aimed to survey the oral narrative styles of advanced learners in line with advanced organizers among boys and girls in order to find out that is there any specific matter among their oral narrates. Twenty male and female from advance level were attended in this research. Subjects narrated a memory by employing advanced organizers from the past orally. The study disclosed that being male or female is an important factor in the speaking part of each student. Girls were speaking without any stress and pause, because of their fluency in English and the high magnitude level of words they could illustrate their ideas and opinions but the boys could not explain well, maybe one factor was their shyness and the second was their lax in speaking during the classes. Female learners were speaking without any interruption with so many verbs, adjectives, coordinators, but the boys had so many interruptions during their speech and sometimes their pronunciation and grammar was wrong with more discourse markers.
    VL  - 3
    IS  - 1-1
    ER  - 

    Copy | Download

Author Information
  • Tabriz University of Medical Sciences, Tabriz, Iran

  • Department of Foreign Languages and Literature, Tabriz University, Tabriz, Iran

  • Sections