LANGUAGE AND GENDER: DIFFERENCES IN MAKING COMPLAINTS BETWEEN MALES AND FEMALES
Main Article Content
Abstract
ABSTRACT
Recognizing the significant difference amongst males’ and females’ usage of languages greatly contributes to the appropriate selection of teaching and learning approaches. To be more specific, in this paper, the aspects of making complaints are carefully examined under some relevant theories and observations, which leads to some implications in teaching and learning a particular functional section of languages: making complaints.
Keywords
complaints, gender, language, communicative language teaching (CLT)
Article Details
References
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Bergvall, V. (1999). Towards a comprehensive theory of language and gender. Language in Society, 28, 273-293.
Block, D. (2002). Language & Gender and SLA. [Electronic version] Quaderns de Filologia. Estudis Linguistics. VII, 49-73.
Bonvillain, N. (1997). Language, Culture and communication: The meaning of massage. 2nd edition. Upper Saddle River: Prentice Hall.
Butler, J. (1990). Gender Trouble: Feminism and the Subversion of the Identity. New York: Routledge.
Cameron, D. (1995). Rethinking language and gender studies: Some issues for the 1990s. In Mills, S. (Ed.). Language and Gender: Interdisciplinary Perspectives, London: Routledge, 31-44.
Cameron, D. (2004). Language, gender, and sexuality: Current issues and new directions. Applied Linguistics 26/4, Oxford University Press, 482-502.
Connell, R. W. (2002). Gender. Cambridge, England: Polity Press.
Cooper, R. L. (1989). Language Planning and Social Change. New York: Cambridge University Press.
Davis, K.A. & Skilton-Sylvester, E. (2004). Looking back, taking stock, moving forward: Investigating gender in TESOL. TESOL Quarterly 38/3, 381-404.
Eckert, Penelope and Sally McConnell-Ginet. (1992). Think Practically and Look Locally: Language and Gender as Community-Based Practice. Annual Review of Anthropology. 21, 461-90. (Reprinted in Camille Roman, Suzanne Juhasz and Christanne Miller eds. (1994). The Women and Language Debate. New Brunswick: Rutgers University Press. 432-60).
Ellig, J. R. & Morin, W.W. (2001). What Every Successful Woman Knows. New York: McGraw-Hill.
Freeman, R. & McElhinny, B. (1996). “Language and gender” in S. McKay and N. Hornberger (eds). Sociolinguistics and language teaching. Cambridge: CUP.
Fasold, R. (1990). Sociolinguistics of language. Cambridge, MA: Basil Blackwell.
Frye, D. (1999). Participatory education as a critical framework for immigrant women’s ESL class. TESOL Quarterly, 33, 501-513.
Giddens, A. (1991). Modernity and Safe Identity. London: Polity.
Goddard, A., & Patterson, L. M. (2000). Language and Gender. London: Routledge.
Goldstein, T. (1995). Nobody is talking bad: Creating community and claiming power on the production lines. In Hall, K. & Bucholtz, M. (Eds.). Gender Articulated: Language and the Socially Constructed Self (375-400). New York: Routledge.
Goodwin, H. (1990). He-Said-She-Said: Talk as Social Organization among Black Children. Bloomington: Indiana University Press.
Holmes, J. (1992). An introduction to sociolinguistics. London: Longman.
Kouritzin, S. (2000). Immigrant mothers redefine access to ESL classes: Contradiction and ambivalence [Electronic version]. Journal of Multilingual and Multicultural Development, 21, 14-32.
Lakoff, R. (1973). Language and woman’s place. Language in Society, 2, 45-80.
Litosseliti, L., & Sunderland, J. (2002). Gender identity and discourse analysis. Philadelphia:
John Benjamins.
McMahill, C. (1997). Communities of resistance: A case study of two feminist English classes in Japan. TESOL Quarterly, 31, 612-622.
McMahill, C. (2001). Self-expression, gender, and community: A Japanese feminist English class. In Pavlenko, A., Blackledge, A., Piller, I. & Teutsch-Dwyer, M. (Eds.). Multilingualism, Second Language Learning, and Gender (307-344). New York: Mouton de Gruyter.
Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity, and Educational Change. London: Longman.
Rivera, K. M. (1999). From developing one’s voice to making oneself heard: Affecting language policy from the bottom up. In Huebner, T. & Davis, K. A. (Eds.). Sociopolitical Perspectives on Language Policy and Planning in the US (333-346). Philadelphia: John Benjamins.
Saft, S., & Ohara, Y. (2004). Promoting critical reflection about gender in EFL classes at a Japanese university. In Norton, B. & Pavlenko, A. (Eds.). Gender and English Language Learners (143-154). Alexandria, VA: Teachers of English to Speakers of Other Languages.
Tannen, D. (1993). Introduction. In Tannen, D. (Ed.), Gender and Conversational Interaction
(3-13). New York: Oxford University Press. Wodak, R. and Benke, G. (1997). “Gender as a sociolinguistic variable: New perspectives on variation studies” in F. Coulmas (ed). The handbook of sociolinguistics. Cambridge, MA: Blackwell.