LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:7 July 2015
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Gender Construction in Situated Discourse:
A Case Study of Teacher Learner Interaction

James Obeng, B.Ed., M.Phil.

Abstract

The question of identifying and interpreting possible differences in linguistic styles between males and females has exercised linguistic researchers for decades (Trudgill 1972, Lakoff 1975). It has been argued for some time that some consistent differences exist in speech, although the interpretation of such differences remains somewhat elusive. It is for this reason that I examine gender construction in a situated discourse in light of the difference and social constructionist theories of gender. I use a Critical Discourse Analysis approach to investigate gender differences in language within a context of a teacher learner interaction. The results show that a man can display aspects of linguistic behaviour traditionally seen as being feminine and vice versa; thus failing to support the difference theory and provide preliminary evidence for the social constructionist theory.

Keywords: gender; social construction; difference; teacher; student.

Introduction

Men and women have long been in dispute over things such as spending, emotions, division of labour, and male withdrawal during conflict. One of the factors that may contribute to the continuation of such disputes is language differences between the two genders. Two competing theories have evolved to explain language differences between men and women: the difference theory and the social constructionist theory. Because social psychologists have traditionally studied both decontextualised, mechanical features of language and isolated the individual from the social context (Coates & Johnson, 2001), language and gender research provides little empirical evidence supporting the social constructionist theory (Eckert & McConnell-Ginet, 2003) which makes the difference theory the most cited and accepted theory by default. The current study tests predictions made by the two theories using critical discourse analysis of interaction between a male teacher and two female students. The results thus contribute empirical evidence to the gender and language debate.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

James Obeng

James Obeng, B.Ed., M.Phil.
Language Department, Toase Senior High School
Abuakwa Ashanti
Ghana
jobeng4u@yahoo.com
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