Abstract
Gender differences are pivotal in EFL (English as A Foreign Language) classroom. The aims of this anthropological linguistic study are to figure out the extent of female and male learners’ differences in EFL classroom, the factors which affect the gender differences in the EFL learners’ language use, and the effects that learners’ gender differences in language use bring to the EFL classroom. Having been designed as a conceptual study, several research findings were scrutinized to answer the research questions. It can be wrapped up that both male and female are distinctive in using English as an international language due to the reasons in communication. Further, it was revealed that multiple factors affect gender differences in using language within the EFL classes; such as: classroom environment, cultural, and social impacts. Finally, the findings definitely convey positive impacts towards the future EFL teaching and learning process.
Highlights
Rationale In this globalization era, English is no longer perceived as a language possessed by limited number of native speakers, rather it is used by speakers from diverse linguistic and cultural background
English is used by many people, and it is treated as an international language in communication
Argue that English as a lingua franca (ELF) research has described how English is used among L2 speakers of different backgrounds
Summary
Rationale In this globalization era, English is no longer perceived as a language possessed by limited number of native speakers, rather it is used by speakers from diverse linguistic and cultural background. Using and mastering English successfully will be dependable on various aspects of the language. Viewed from linguistic anthropology perspective, Jufrizal (2018) states that since gender is socio-cultural contractions in the sense of masculine, feminism or cultural properties towards cultural features, including language, so gender is categorized as linguistically expressed in different ways. He further argues that all languages are influenced by gender because language itself is a cultural product which is not free from cultural properties. Foley (1997) explains that the ideology of gender categories is typically enacted in linguistics practices; it is through language that the individual cultural understandings of gender categories are learned and the coordination of gender roles achieved
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