ABSTRACT

According to research in pragmatics, gender represents an important factor in individuals’ turn-taking behaviour, with results indicating overall male-dominated conversational patterns. Despite the significance of gender in the students’ conversational styles in an academic setting, gender and turn-taking has yet to be investigated in the foreign language classroom. Therefore, the present case-study investigates gender as performed in turn-taking organisation in the Spanish language classroom with the focus on floor management, linguistic means of expressing conversational styles, and content of the interaction in its relation to gender. Qualitative conversation analysis of 9 pair interactions of students conducting a problem-solving task in a foreign language (Spanish) overall support the hypothesis of gender-related differences in conversational styles – a pattern previously established in a native-language environment. Specifically, the main differentiation of interlocutor-oriented collaborative female vs. self-oriented competitive male style was found in the content-level patterns. Moreover, the findings of the study provide additional evidence for the argument of gender being shaped and constructed in society, as well as reflection of gender stereotypes in the content of the message conveyed by the individuals.

摘要

根据对语用学的研究，性别代表着个人轮番行为的重要因素，研究结果表明，总体上以男性为主导的会话模式。尽管性别在学术环境中对学生的对话风格具有重要意义，但性别和回头率尚未在外语课堂中进行调查。因此，本案例研究调查了在西班牙语课堂中轮流组织中执行的性别，重点是发言权管理，表达对话风格的语言方法以及与性别相关的互动内容。对使用外语（西班牙语）进行问题解决任务的学生的9对互动的定性对话分析总体上支持了对话风格中与性别相关的差异的假说，这是以前在母语环境中建立的模式。具体而言，在内容级别的模式中发现了对话者导向型协作女性与自我导向型竞争男性风格的主要区别。此外，这项研究的结果为社会上塑造和建构性别的论点提供了更多证据，并在个人传达的信息内容中反映了性别定型观念。在内容层次模式中发现了自我导向的竞争性男性风格。此外，这项研究的结果为社会上塑造和建构性别的论点提供了更多证据，并在个人传达的信息内容中反映了性别定型观念。在内容层次模式中发现了自我导向的竞争性男性风格。此外，这项研究的结果为社会上塑造和建构性别的论点提供了更多证据，并在个人传达的信息内容中反映了性别定型观念。