Educational Background, Modes of Discourse and Argumentation: Comparing Women and Men (original) (raw)
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Influence of Gender Status on Discourse Behaviour of Women
IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526), 2017
The focus of this paper is on the role of language as a powerful tool in representing and structuring the world. We will explore how language can help construct stereotype identities and human relationships. Gender being a socially constructed definition of women and men, it is determined by the conception of tasks, functions and roles attributed to women and men in society, in public and private life; whereas power is reflected in every aspect of communication from what the actual topic of the communication is to the ways in which it is communicated. Most researches have focused on the spoken aspect of language giving little attention to the written discourse; this paper will consider how gender is reflected in the written media. Therefore the purpose of this paper will be to examine the influence of gender status on the discourse behavior of women. The objectives of this study will be to examine the linguistic forms used by women and to determine whether they reinforce or transform gender status. The Socio-Constructionist Theory will be adopted for this study together with the Critical Discourse Analysis. It is hoped that the findings of this study will shed light to prove whether Lakoff 1975's view that 'women's register' serves to maintain their inferior role in the society and that they tend to use linguistic forms that reflect and reinforce a subordinate role is justified. This study also seeks to give response to the question whether language differences are related specifically to gender or to status and power of an individual. Secondary data which will be collected from eight randomly sampled Daily Nation newspapers more specifically the Saturday Magazine inside the Daily Nation of the few selected months and various linguistic behaviors will be picked to support the findings and conclusions arrived at by this study.
Contemporary Sociology, 1999
This article was originally published in the International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, published by Elsevier, and the attached copy is provided by Elsevier for the author's benefit and for the benefit of the author's institution, for non-commercial research and educational use including without limitation use in instruction at your institution, sending it to specific colleagues who you know, and providing a copy to your institution's administrator. All other uses, reproduction and distribution, including without limitation commercial reprints, selling or licensing copies or access, or posting on open internet sites, your personal or institution's website or repository, are prohibited. For exceptions, permission may be sought for such use through Elsevier's
Argument-Driven Inquiry, Gender, and Its Effects on Argumentation Skills
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 2019
Argumentation is considered by science teachers as a major component of science education. Middle school students need to be empowered in their argumentation skills to answer challenges to global competition. This study aimed to compare the argumentation skills between male and female students in science through the Argument-Driven Inquiry (ADI) model and guided inquiry model. There were 317 participants (150 male and 167 female) eighth-grade students of several schools in Bandar Lampung. The Pretest-posttest Non-equivalent Control Group Design was used as a part of a quasi-experimental design. The experiment class applied the ADI model and the control class applied the guided inquiry model. The data were collected by argumentation test, questionnaire of implementation learning syntax, and participant's response. The data were analyzed by ANCOVA test and qualitative techniques. The results indicated that the ADI model led to a significant increased in argumentation skills in the science context. Moreover, there is no difference in the achievement of females and males. When students were encouraged to state claims and support their claims with data, warrants, and backing, it was observed that their argumentative discourse increased in terms of both the structure and the complexity of the argumentation. In light of the findings, it is suggested that the argumentation activities should be developed to promote students' science content knowledge and argumentation skills of both male and female students.
Argument Use In Gendered Contexts
It has been accepted for some time within Communication Theory that there are identifiable differences in how men and women communicate. This acceptance obtains both within the academic world and even more so within the realm of folk Communication Theory. I argue that the gender-identified differences run along distinct poles. The first major pole concerns the objectives meant to be achieved by argument: is it deciding who is right? Or, what the issue really is? Or, how a disagreement can or should be resolved? The second major aspect concerns the communicative tools used in settling differences and understanding positions. If the genders have different rules of communication, which rules will be followed? What sorts of arguments and evidence will be allowed? If classically masculine criteria are applied, then how can classically feminine voices be heard? It is argued that these issues do not loom nearly so large when gender is not confused with sex.
Common Communication Patterns of Male and Female BSU Debaters
In the field of debate, effective communication is an important skill to be developed by the debate participants. Through having an effective communication, debaters are able to convince and make the audience believe on what they are saying. Since, communication is the process of transmitting information in a verbal and non-verbal manner from one person to another, debaters can persuade the audience in a verbal and non-verbal manner too. In verbal communication, debaters can communicate the audience through presenting ideas clearly, concisely, organizely, and persuasively. While in non-verbal, they can have an eye contact to all the listeners and use appropriate gestures. These will help the debaters to become effective in communicating the audience. Effective communication takes place when the receiver exactly understands the information intended to transmit by the sender. Debaters used communication patterns to speak competitively in order to persuade the audience. The communication patterns give the debaters awareness on what to do and what to say in order to become an effective speaker. Communication pattern as defined by Leavittare (1950) is a term designating a structure of communication links in the work team and its evaluation in terms of efficiency of communication and satisfaction of group members. This is also used in gaining sight to identify the communication patterns used by male and female debaters 2 in public speaking. This will also determine who will win or lose during the debate. Commonalities have been examined between male and female debaters on the past few years. This focuses on the similarities on how they are persuaded, on how they communicate according to their gender, and how the audiences react differently to male and female speakers in the debate. In relation to competitive public speaking, there have been examinations of similarities in speaking styles, different rates of participation for competitors, judges, and differences in judging styles according to gender of the judge and speaker. Recently, research into commonalities of communication patterns between males and females remain as an issue in the field of debate has been undertaken. Nwosu, Eucharia, and Omeje (2001) assert that communication shares verbal and non-verbal meaning, and the ability to communicate is an essential skill to master if an individual wants to build intimate relationships with other people. The study examined the gender differences in communication patterns of females in single-sex and mixed-sex schools. A checklist was used for the data collection to record the communication patterns of females in single sex and mixed-sex schools with two debate tests. The study revealed that female student dominant communication patterns in single sex school are the appropriate gestures, correct grammar, politeness, fluency, staying on the topic, use of no slang, loudness, emotionality, use of no tag 3 questions, and supportive cooperative attributes while in mixed sex school, female students dominant communication patterns are the use of no tag questions, politeness, use of no slang, cooperative or supportive attributes, correct grammar, fluency, staying on the topic, appropriate gestures, talkativeness, emotionality and soft-spokenness. Based on the result of the previous study, there were also similar communication patterns that females in single-sex and mixed-sex school have used, these were the use of no tag questions, use of no slang, cooperative or supportive attributes, correct grammar, and emotionality.
Gender differences in discourse
The Nature of Gender Differences at Discourse Level
Gender differences in discouse have been a subject of discussion for long. This paper analyzes biological and sociological aspects of gender differences and their influence in discourse.
Indonesian Journal of Applied Linguistics, 2020
This study identifies and compares the gender-preferential language features present in the argumentative writing of L1 Indonesian and Indonesian L2 English learners. The data is comprised of 80 English argumentative essays sampled from the International Corpus Network of Asian Learners of English (ICNALE, Ishikawa, 2011) and a comparative corpus of 80 L1 Indonesian argumentative essays collected online from Indonesian university students, both equally divided by gender. Comparison of the data was performed through quantitative analysis of three supposed 'male-preferential' features and seventeen 'female-preferential' features between the male-and female-produced corpora in L1 and L2 writing. This study investigated (1) the extent of variation in the use of 'gendered language features' between male and female-produced L1 and L2 texts; (2) whether the use of male/female 'gendered-language features' across male/female produced L1/L2 texts match their suggested gender preference, and (3) to what extent L1's preference for 'gender language features' affects male and female learners' use of such language in L2. The results suggest the majority of supposed gender-preferential features were not significantly different across male/female produced texts, indicating that argumentative essays may be gender-neutral to a certain extent. This study also revealed that L1 preference of gendered language forms does not determine their preferences in the L2. In conclusion, male and female students adopt similar linguistic features to express their arguments. We may claim that gender language forms are not fixed and absolute in academic discourse because instructive texts tend to have a set model to fulfil the pedagogical criteria.
The intersection of epistemic beliefs and gender in argumentation performance
Innovations in Education and Teaching International, 2023
This study explores the intersection role of students’ epistemic beliefs and gender in argumentative essay writing. In total, 148 undergraduate students from a Dutch university followed an argumentation module, filled out the epistemic beliefs survey, and wrote an argumentative essay. Results showed that students’ beliefs about the Internet-specific justification of knowledge did not influence essay performance. On the other hand, beliefs about the nature of scientific knowledge influenced their argumentative essay writing. Overall, there were no gender differences in argumentative essay writing. However, female students outperformed male students in taking a position on the topic. The interaction effects of beliefs about the Internet-specific justification of knowledge and gender in argumentation performance were neutral. There was, however, an intersection effect of students’ epistemic beliefs about the nature of scientific knowledge and their gender in argumentation performance. We discuss these results and provide suggestions for future research.
Applied Linguistics, 2010
Informal fallacies of argumentation as pitfalls of reasoning appear frequently in students' written texts, specially EFL / ESL Learners' argumentative essay writings. The present study examines whether gender could be considered as a determining factor influencing Iranian advanced EFL learners' argumentative writings with regard to informal fallacies of argumentation. The corpus comprised of argumentative essays written by 120 Iranian male and female English language learners. The participants’ age and discipline were also included as independent variables. Nine major categories of informal fallacies were examined in learners’ texts and the observed frequencies were analyzed using MANOVA. The results of the Multivariate Tests for all independent variables and /or their interactions indicated no significant differences for the overall informal fallacies. However, three separate instances of differences were observed. Finally, the findings of the present are discussed in r...