Abstract
Research on how gender affects language have been long documented by several studies in the world. In many of these works, mostly done in variationist sociolinguistics, it has been claimed that women and men are different in their speech from one another. The paper investigates gender variation in Wolof-French codeswitching. More specifically it examines how male and female codeswitching are different in terms of frequency, types and other linguistic forms. The conversations of twelve Wolof-French bilingual students and office workers are analysed in this study. Results from this study show that women codeswitch more frequently than men. The study also indicates that intra-sentential codeswitching is the mostly used type in men’s and women’s speech. It has also been shown that the French discourse marker “<i>quoi</i>” is far more used in men speech and constitutes then a linguistic feature that differentiates men and women language. However, even if both genders prefer intra-sentential types of codeswitching, women tend to use it more 61,44% of their speech against 56,66% for men. Men, on the other hand, produce more inter-sentential codeswitching instances than women 13,02% against 12,53%.
Highlights
The present study aims at investigating the effect of Focus Strategy in Developing of Iraqi EFL Preparatory School Students Skills in Creative Writing
The results obtained from the post-test on both groups show that the mean scores of the experimental and control groups in the post-test are (38.00) and (22.75) successively, which means that the experimental group achievement in the SSs is better than that of the control group
In the light of the empirical proof shown in this work and in relation to the researcher’s own observations throughout the experiment, the following conclusions are drawn: 1. Teaching SSs through the use of Focus has a significant effect on developing the general ability of second-year intermediate students
Summary
Despite the importance of writing in human life, but it is noted that a large number of students at different stages suffer from apparent weakness, and it is assumed that students at the end of high school should be able to talk on any subject in line with their lives, needs or feelings and this means ready to write in most of the creative and functional topics. There are many approaches to teach writing. Creative writing is one approach of teaching writing which has become more familiar in recent era, so writing plays a significant role in the academic Programs and future professional lives of students. Voice is produced by and resonates with, the body, it ‘vanishes as soon as it is uttered’, while writing ‘separates the word from the living present, where alone spoken words can exist
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