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Volume 111, Issue 1
  • ISSN 0019-0829
  • E-ISSN: 1783-1490
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Abstract

In the course of a preliminary analysis of data used in an investigation into the effect on the rate of interaction in the target language of the "level of proficiency" and the "type of task", some unexpected results for participation pattern led the analyst to pursue additional lines of enquiry. A decision was taken to consider gender in a subsequent analysis. Gender had been suggested by previous studies as being capable of affecting the learners' L2 access and performance. Some of the data of the wider investigation were re-analyzed with gender as an independent variable in lieu of, then together with, the level of proficiency. This paper reports on the results of the wider investigation and describes the findings of the analysis of data with gender as an independent variable. To set the scene for the discussion of the results relevant to gender, the paper discusses a sampling of studies on gender and communication. The results of the analysis concurred with those of at least four separate studies in which it had been suggested that gender tended to affect the learners1 target language access and performance in ways that may influence their language learning.

© 1996 John Benjamins Publishing Company
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1996-01-01
2024-10-12

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