GENDER EXCLUSIVE LANGUAGE IN EFL CLASSROOM AND ITS EFFECT ON STUDENTS’ SELF-CONFIDENCE: THE CASE OF FIRST YEAR EFL LEARNERS AND TEACHERS IN THE DEPARTMENT OF ENGLISH AT MMUTO
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Date
2021-12
Authors
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Journal ISSN
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Publisher
Mouloud Mammeri University
Abstract
This dissertation aims to investigate the use of gendered or exclusive language by both
teachers and students in the department of English at Mouloud Mammeri University of Tizi-
Ouzou and determine its effect on first-year students’ self-confidence. The research relies on
Lakoff’s theory (1975) “Language and Woman’s Place”. A questionnaire administered to
sixty male and female students and classroom observation sessions with six teachers were
used to collect the relevant data. The data obtained from the questionnaire were analyzed
quantitatively and the findings obtained from the classroom observations were treated using
qualitative content analysis. The results revealed that exclusive language is used by both male
and female teachers and students. In addition, the findings indicated that gender-exclusive
language has an impact on students’ self-confidence
Description
58p. : Ill. en coul. ; 30cm(+CD-Rom)
Keywords
EFL classrooms, INTERDISCIPLINARY RESEARCH AREAS::Gender studies, gendered language, male and female students, selfconfidence
Citation
Didactics of Foreign languages