Abstract
Gender has been proved to play crucial roles in SLA (second language acquisition) . While there remains controversary in gender effect on SLA. More and more empirical findings suggest the similarities between the two gender outnumber differences, which has shifted the view on gender SLA from nature to nurture. The present literature review will first compare most recent studies focus on metacognitive strategies and foreign language anxiety. Then, suggestions on gender role research that can provide extra explanations on previous contradictory gender SLA will be made. This leads to richer understandings of the relations between gender and language learning across societies and communities. Present review can also provide suggestions for understanding the mechanism that sex roles shape language acquisition.
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